Investigation of Primary School Teachers' Professional Competencies and Technological Pedagogical Content Knowledge (TPACK) Competencies

Abstract

This study aims to examine primary school teachers' Technological Pedagogical Content Knowledge (TPACK) levels and teaching self-efficacy according to their general demographic characteristics. Descriptive and correlational research methods were used in the study. The quantitative sample of the study consists of 217 teachers working in primary schools in Astana province in the 2022-2023 academic year. Personal information form, TPACK and Teaching Self-Efficacy scales were used as data collection tools. Information about the demographic variables of the participants was given with descriptive statistics including frequency and percentage. Independent sample T-Test, one-way ANOVA test, Tukey test, and Pearson correlation test were used for data analysis. As a result of the quantitative analyses, TPACK competencies of the teachers were found to be at a medium level, whereas their self-efficacy beliefs were found to be at a high level. Significant differences were observed in gender and professional seniority variables in terms of TPACK competencies. Especially the technology knowledge competencies of female teachers were found to be at low level. Again, the technology knowledge of teachers with high professional seniority was found to be significantly low. Finally, significant and positive relationships were found between self-efficacy beliefs and TPACK competencies of primary school teachers.