Analysis of Teachers' Digital Technology Literacy Competencies in terms of Various Variables

Year 2025, Volume: 13 Issue: 25, 540 - 553

Elvan Gökçen , Eyüp İzci

Abstract

This study examines high school teachers' digital technological literacy perceptions and competencies based on various variables. Using a quantitative paradigm, the research employed a survey method with 412 randomly selected teachers. Data were collected using the "Digital Technology Literacy Scale," which includes two sub-dimensions: necessity of digital technology and self-efficacy. Parametric statistical techniques (e.g., t-test, ANOVA) were applied to normally distributed data, while non-parametric methods (e.g., MWU, KWH) were used for non-normally distributed data. The results revealed that teachers' perceptions of the necessity of digital technology and their self-efficacy were at a moderate level and varied according to demographic variables. The study highlights that teachers' moderate self-efficacy is a critical issue for the Turkish education system, as digital pedagogy requires higher technological competency. To address this deficiency, professional development programs are recommended to enhance teachers' digital technology self-efficacy and equip them with the necessary skills to adapt to the demands of the Information Age.

Keywords

Digital literacy, digital technology perception, high school teachers

Ethical Statement

Ethical Committee Permission Information Name of the board that carries out ethical assessment: Inonu University Scientific Research Ethics Committee for Social and Human Sciences The date and number of the ethical assessment decision: 2021/22-9

References

• Akpınar, B., & Akyıldız, T. Y. (2022). Metaversal teaching as a new educational ecosystem. Journal of History School, 56, 873-895.
• Aksu, M. (2021). Teacher satisfaction levels regarding online distance education during the pandemic period (The case of Bağcılar district in Istanbul). Unpublished Master's Thesis, Istanbul Sabahattin Zaim University, İstanbul.
• Aktay, S., & Keskin, T. (2016). A review of the educational informatics network (EBA). Journal of Educational Theory and Practice, 03, 27-44.
• Balcı, A. (2009). Research in social sciences: Methods, techniques, and principles (7th ed.). Pegem Academy Publishing.
• Bayrakçı, S. (2020). Digital literacy as a set of digital competencies: A scale development study. Unpublished Doctoral Thesis, Marmara University, İstanbul.
• Burmabıyık, Ö. (2014). An examination of teachers' perceptions of technological pedagogical content knowledge self-efficacy in terms of various variables (The case of Yalova Province). Unpublished Master's Thesis, Sakarya University, Sakarya.
• Gökbulut, B. (2021). An examination of teachers' digital literacy levels and their tendencies towards lifelong learning. Journal of Higher Education and Science, 11(3), 469-479.
• İncik, Y. E. (2017). The relationship between teachers' technopedagogical training competences and their self-efficacy perceptions related to computers and their views on the FATİH Project. International Social Research Journal, 10(50), 608-620.
• Kaptan, S. (1998). Scientific research and statistical techniques (11th ed.). Tek Işık Web Offset.
• Karabacak, İ. Z., & Sezgin, A. A. (2019). Digital transformation and digital literacy in Turkey. Turkish Administrative Journal, 48, 319-343.
• Karasar, N. (2009). Scientific research methods. Nobel Publishing.
• Kaya, D., Kutluca, T. & Dağhan, G. (2023). Transforming education with augmented reality, metaverse and virtual reality technologies in the 21st century. Hacettepe University Journal of Education, 38(4), 470-497.
• Klein, M. (2020). Business digital transformation scenarios: A conceptual model proposal. Electronic Social Sciences Journal, 19(74), 997-1019.
• Mutdoğan, A. S., & Mutdoğan, K. (2022). Factors affecting individuals' motivation during the distance education process. Pamukkale University Journal of Social Sciences Institute, 51, 1-14.
• Onursoy, S. (2018). The digital literacy levels of university youth: A study on Anadolu University students. Gümüşhane University Communication Faculty Electronic Journal, 6(2), 989-1013.
• Özerbaş, M. A., & Kuralbayeva, A. (2018). A study on the digital literacy levels of pre-service teachers in Turkey and Kazakhstan. MSKU Journal of Education Faculty, 5(1), 16-25.
• Özkaya, Y., & Erat, V. (2022). Digital literacy studies in Turkey: A qualitative research based on literature review. Nevşehir Hacı Bektaş Veli University Journal of Social Sciences, Special Issue on Digitalization, 240-256.
• Öztaban, A. (2020). The level of school administrators' performance in technology leadership roles. Unpublished Master's Thesis, Aydın Adnan Menderes University, Aydın.
• Öztürk, S. H. (2017). An investigation of the relationships between the technological pedagogical knowledge levels of computer and instructional technologies teachers, students’ self-efficacy, and academic achievement. Necmettin Erbakan University, Konya.
• Sezgin, A. A., & Karabacak, Z. İ. (2020). A descriptive analysis of digital transformation in higher education and the digital literacy course. Kurgu, 28(1), 17-30.
• Şahin, H., & Kalkan, M. (2022). An examination of preschool teacher candidates' digital literacy levels. Journal of Digital Technologies and Education, 1(1), 26-38.
• Tetik, M., & Özkan, P. (2024). An examination of the relationship between digital literacy and teacher leadership among teachers working in primary education ınstitutions. Educational Technology Theory and Practice, 14(1), 27-64.
• Turan, H. (2022). School-based program development in the process of digitalization. Gaziantep University Journal of Educational Sciences, 6(1), 41-58.
• Ural, A., & Kılıç, İ. (2011). The scientific research process and data analysis with SPSS. Detay Publishing.
• Yankın, F. B. (2019). Working life in the digital transformation process. Trakya University Faculty of Economics and Administrative Sciences E-Journal, 7(2), 1-38.
• Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in social sciences. Seçkin Publish.