TY  - JOUR
T1  - Sınıf Öğretmenlerinin BİT Entegrasyonu: BİT Yeterlik İnancı, BİT Kullanımına İlişkin Tutum ve Öz-Yeterliğin Etkisi
TT  - Primary Teachers' ICT Integration: The Effect of ICT Competence Beliefs, Attitudes Toward ICT Use and Teaching Self-Efficacy
AU  - Aktaş, Murat Alperen
AU  - Aktaş, İdris
PY  - 2025
DA  - August
Y2  - 2025
DO  - 10.52597/buje.1650714
JF  - Bogazici University Journal of Education
JO  - BUJE
PB  - Boğaziçi Üniversitesi
WT  - DergiPark
SN  - 2822-5600
SP  - 79
EP  - 95
VL  - 42
IS  - 2
LA  - tr
AB  - Bu çalışma, sınıf öğretmenlerinin temel BİT (Bilgi ve İletişim Teknolojileri) yeterlik inançları, BİT kullanımına ilişkin tutumları ve öğretmen öz-yeterliklerinin, BİT entegrasyon yeterlikleri üzerindeki yordayıcı etkilerini belirlemeyi amaçlamaktadır. Yordayıcı ilişkisel modelde tasarlanan çalışma, uygun örnekleme yöntemiyle seçilen 116 sınıf öğretmeni (74 kadın, 42 erkek) ile yürütülmüştür. Veriler, “Öğretmenlerin BİT Entegrasyonu Yeterlikleri”, “Temel BİT Yeterlik İnancı”, “BİT Kullanımına İlişkin Tutum” ve “Öğretmen Öz-Yeterliği” ölçekleri aracılığıyla toplanmıştır. Elde edilen veriler betimsel istatistikler ve çoklu doğrusal regresyon analizi ile incelenmiştir. Bulgular, öğretmenlerin öğretim öz-yeterliklerinin çok yüksek; temel BİT yeterlik inançları, BİT kullanımına ilişkin tutumları ve BİT entegrasyon yeterliklerinin ise yüksek düzeyde olduğunu göstermiştir. Regresyon analizi sonuçlarına göre, BİT entegrasyonunu yordamada etkili olan değişkenler sırasıyla temel BİT yeterlik inancı, öğretmen öz-yeterliği ve BİT kullanımına ilişkin tutumdur. Ancak yalnızca ilk iki değişken anlamlı yordayıcılar olarak öne çıkmıştır. Sonuç olarak sınıf öğretmenlerinin BİT entegrasyonlarını geliştirmede temel BİT yeterlik inancı ve öğretmen öz-yeterliklerinin güçlendirilmesine öncelik verilmelidir.
KW  - BİT entegrasyonu
KW  - eğitimde BİT kullanımına ilişkin tutum
KW  - öğretim öz-yeterliği
KW  - sınıf öğretmenleri
KW  - temel BİT yeterlik inancı
N2  - This study, which aims to determine the predictive effects of primary teachers' basic ICT competence beliefs, attitudes towards ICT use and teaching self-efficacy on ICT integration, was designed in a predictive correlational model. The study was carried out with 116 primary teachers (74 female, 42 male) selected according to the convenience sampling. Data were collected through the scales of “Teachers’ ICT Integration Proficiency”, “Teachers’ Basic ICT Competence Beliefs”, “Teachers’ Attitudes Towards ICT Use”, and “Teaching Self-Efficacy”. The collected data were examined with descriptive statistics and multiple linear regression analysis. The findings revealed that teachers' teaching self-efficacy was very high level, while their basic ICT competence beliefs, attitudes towards ICT use, and ICT integration proficiency were high. It was found that the independent variables together, whose order of importance on ICT integration was basic ICT competence, teaching self-efficacy and attitude towards ICT use, together explained about 41% of the variation in ICT integration. According to the regression analysis results, basic ICT competence and teaching self-efficacy were found to be significant predictors of ICT integration, whereas attitudes towards ICT use were not identified as a significant predictor. In conclusion, to enhance primary school teachers’ ICT integration, priority should be given to strengthening their basic ICT competence beliefs and teaching self-efficacy.
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UR  - https://doi.org/10.52597/buje.1650714
L1  - https://dergipark.org.tr/tr/download/article-file/4658302
ER  -