The present study
aimed to determine secondary school teachers’ self-efficacy levels regarding
the use of interactive whiteboard and to examine whether their self-efficacy
perceptions regarding the use of interactive whiteboard differed with respect
to certain variables such as gender, field of teaching, training received on
interactive whiteboard use, frequency of using the contents in Educational
Informatics Network (EIN), frequency of interactive whiteboard use in lessons,
suggesting interactive whiteboard use in lessons to other teachers and
interactive whiteboard use time. The research sample included a total of 154
teachers from secondary schools in a district located in Western Anatolia. The
research sample was determined using the convenience sampling method. The study
was carried out with the relational survey model, one of quantitative research
methods, and as the data collection tool, “Self-Efficacy Scale for Teachers’
Interactive Whiteboard Use” developed by Yalçınkaya and Özkan (2014) was used.
The data collected in the study were analyzed using a package software for
statistics. For the analysis of the data, the teachers’ self-efficacy total and
mean scores regarding interactive whiteboard use were examined. The research
findings revealed that the teachers had high levels of self-efficacies
regarding interactive whiteboard use; that their self-efficacy scores increased
as the EIN content use increased; that their self-efficacy scores increased as
their interactive whiteboard use time increased; and that the teachers who
suggested using interactive whiteboard in lessons had higher levels of
self-efficacy when compared to those who did not. In addition, it was found
that the teachers’ self-efficacy scores did not differ significantly depending
on their gender and field of teaching. In the study, several suggestions were
put forward for future related studies.
Primary Language | English |
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Subjects | Studies on Education |
Journal Section | Articles |
Authors | |
Publication Date | May 14, 2018 |
Published in Issue | Year 2018 Volume: 1 Issue: 2 |