The Mediating Role of Technology Beliefs in the Relationship Between Preschool Teachers’ Self-Efficacy and Technological Pedagogical Knowledge

Fatih Saltan

doi:10.17275/per.26.52.13.4

The Mediating Role of Technology Beliefs in the Relationship Between Preschool Teachers’ Self-Efficacy and Technological Pedagogical Knowledge

Abstract

The preschool period, in particular, is a sensitive stage where technology is seen as both an opportunity and a risk. It is important to examine how preschool teachers' proficiency in integrating technology with pedagogy influences their confidence in the classroom. Furthermore, it is essential to determine how their personal beliefs relate to these factors. The primary objective of this study is to examine whether preschool teachers' self-efficacy beliefs exert a direct positive influence on positive beliefs toward educational technology and a direct negative influence on negative beliefs. In order to achieve this objective, the study tested a structural model employing a cross-sectional survey design with a sample of 112 preschool teachers. Parallel mediation analysis using Hayes PROCESS macro (Model 4) with bootstrapping revealed that self-efficacy had a statistically significant positive effect on TPK. However, results from the parallel mediation analysis demonstrated that this relationship is fully mediated by two cognitive pathways: positive and negative beliefs regarding educational technology. Specifically, self-efficacy was found to significantly strengthen educational technology beliefs while concurrently mitigating negative educational technology beliefs. Results showed that positive educational technology beliefs strongly predicted TPK, whereas negative beliefs exerted a significant negative effect. Notably, after the inclusion of these mediators, the direct effect of self-efficacy on TPK became non-significant, indicating a full mediation effect. These findings suggest that self-efficacy does not directly enhance TPK; rather, it functions by fostering positive attitudes toward educational technology and mitigating perceived cognitive barriers.

Keywords

preschool teachers, self-efficacy, technological pedagogical knowledge, technology beliefs

Supporting Institution

The authors declare that they have not received any financial support for this research from official or private organization.

Ethical Statement

This research was conducted with the permission obtained by the Amasya University Scientific Research and Publication Ethics Social and Human Sciences Board's decision dated 17.06.2025 and numbered E-30640013-108.01-267663.

Thanks

I sincerely thank the preschool teachers who volunteered to participate in the study.

References

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Details

Primary Language

English

Subjects

Instructional Technologies

Journal Section

Research Article

Authors

Fatih Saltan ^*
0000-0002-9806-3514
Türkiye

Publication Date

July 3, 2026

Submission Date

February 27, 2026

Acceptance Date

March 23, 2026

Published in Issue

Year 2026 Volume: 13 Number: 4

DOI

https://doi.org/10.17275/per.26.52.13.4

IZ

https://izlik.org/JA57HT66MP

APA

Saltan, F. (2026). The Mediating Role of Technology Beliefs in the Relationship Between Preschool Teachers’ Self-Efficacy and Technological Pedagogical Knowledge. Participatory Educational Research, 13(4), 139-150. https://doi.org/10.17275/per.26.52.13.4

AMA

1.Saltan F. The Mediating Role of Technology Beliefs in the Relationship Between Preschool Teachers’ Self-Efficacy and Technological Pedagogical Knowledge. PER. 2026;13(4):139-150. doi:10.17275/per.26.52.13.4

Chicago

Saltan, Fatih. 2026. “The Mediating Role of Technology Beliefs in the Relationship Between Preschool Teachers’ Self-Efficacy and Technological Pedagogical Knowledge”. Participatory Educational Research 13 (4): 139-50. https://doi.org/10.17275/per.26.52.13.4.

EndNote

Saltan F (July 1, 2026) The Mediating Role of Technology Beliefs in the Relationship Between Preschool Teachers’ Self-Efficacy and Technological Pedagogical Knowledge. Participatory Educational Research 13 4 139–150.

IEEE

[1]F. Saltan, “The Mediating Role of Technology Beliefs in the Relationship Between Preschool Teachers’ Self-Efficacy and Technological Pedagogical Knowledge”, PER, vol. 13, no. 4, pp. 139–150, July 2026, doi: 10.17275/per.26.52.13.4.

ISNAD

Saltan, Fatih. “The Mediating Role of Technology Beliefs in the Relationship Between Preschool Teachers’ Self-Efficacy and Technological Pedagogical Knowledge”. Participatory Educational Research 13/4 (July 1, 2026): 139-150. https://doi.org/10.17275/per.26.52.13.4.

JAMA

1.Saltan F. The Mediating Role of Technology Beliefs in the Relationship Between Preschool Teachers’ Self-Efficacy and Technological Pedagogical Knowledge. PER. 2026;13:139–150.

MLA

Saltan, Fatih. “The Mediating Role of Technology Beliefs in the Relationship Between Preschool Teachers’ Self-Efficacy and Technological Pedagogical Knowledge”. Participatory Educational Research, vol. 13, no. 4, July 2026, pp. 139-50, doi:10.17275/per.26.52.13.4.

Vancouver

1.Fatih Saltan. The Mediating Role of Technology Beliefs in the Relationship Between Preschool Teachers’ Self-Efficacy and Technological Pedagogical Knowledge. PER. 2026 Jul. 1;13(4):139-50. doi:10.17275/per.26.52.13.4

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Creative Commons Atıf 4.0 International Lisance

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The Mediating Role of Technology Beliefs in the Relationship Between Preschool Teachers’ Self-Efficacy and Technological Pedagogical Knowledge

Abstract

Keywords

Supporting Institution

Ethical Statement

Thanks

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

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