Teachers 'Attitude And Self-Efficacy Perceptions Towards Screen Reading

Abstract

Today, traditional and screen reading activities are discussed in our country as well as all over the world. In this study, it is aimed to determine the self-efficacy perception and attitude levels of teachers towards screen reading in terms of some demographic variables such as age, gender, professional seniority due to the continuous development of technology today. The study was carried out with the correlational method. “Screen Reading Self-Efficacy Scale (SRSS)” and “Screen Reading Attitude Scale (SRAS)” were applied to teachers as data collection tools. Descriptive statistics, independent samples t-test, ANOVA, Pearson Product Moment correlation analysis and simple linear regression analysis were used in data analysis. As a result of this study, it was determined that teachers’ screen reading self-efficacy perceptions were at a good level. As the screen reading attitude levels of teachers were close to the average score obtained from all scale items, it was determined that they were at a medium level. It was found that self-efficacy perception and attitude levels towards screen reading did not differ significantly between female and male teachers, as well as by professional seniority. In addition, while teachers' attitudes towards screen reading differ significantly according to age; screen reading self-efficacy perceptions do not differ significantly according to age. In addition, it was determined that the group with the highest screen reading attitude level was teachers aged 50 and over. Finally, the perception of screen reading self-efficacy was found to be an important and significant predictor of attitude towards screen reading.

Keywords

• Screen reading,
• teacher
• attitude
• self-efficacy perception

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