An investigation of primary school teachers’ self-assessments of technological competence in terms of various variable

Year 2025, Volume: 13 Issue: 2, 96 - 107, 30.06.2025

Erşan Yürek , Halil Sözen

Abstract

This study aims to examine the technological competency levels of primary school teachers working in the province of Siirt and how these competencies vary according to demographic variables. The increasing importance of technology in education has made it essential for teachers to use technological tools effectively in fulfilling their professional responsibilities. The research was conducted using a quantitative survey model, and data were collected from 57 primary school teachers. The data were obtained through a personal information form and the “Self-Assessment Scale for Technological Competency for 21st Century Learning” adapted by Fidan et al. (2020). Analyses were conducted using SPSS 22.0. Results indicated that, in general, teachers possessed high levels of technological competency. However, these competencies varied based on demographic factors such as gender, age, and education level. Teachers in the 26–35 age group scored the highest in technological competency, while competency scores tended to decrease as years of seniority increased. Teachers with a master’s degree and those who had received in-service training showed higher competency levels. No significant differences were found in terms of gender. The findings suggest that professional development programs specifically targeting experienced teachers and the expansion of in-service training opportunities are necessary to improve teachers’ technological competencies.

Keywords

Educational Technology , Primary School Teachers , Self-Assessment , Technology Use Self-Efficacy

Ethical Statement

This study was presented at ICGYSE 2024. This study received ethical approval from Gazi University with the decision dated 26.11.2024 and numbered 19.

Project Number

00001

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