Modelling the relations between Turkish chemistry teachers' sense of efficacy and technological pedagogical content knowledge in context


INTERACTIVE LEARNING ENVIRONMENTS, vol.30, no.7, pp.1215-1228, 2022 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 30 Issue: 7
  • Publication Date: 2022
  • Doi Number: 10.1080/10494820.2020.1712430
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Applied Science & Technology Source, Computer & Applied Sciences, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo
  • Page Numbers: pp.1215-1228
  • Keywords: TPACK, teachers' sense of efficacy, chemistry teachers, technology integration, structural equation model, SCIENCE TEACHERS, SELF-EFFICACY, SYMBOLIC REPRESENTATIONS, PHYSICAL-EDUCATION, TPACK FRAMEWORK, PRESERVICE, PERCEPTIONS, BELIEFS, ICT, INTEGRATION
  • Hacettepe University Affiliated: Yes


This study aims to analyse the correlations between chemistry teachers' sense of efficacy and their technological pedagogical content knowledge in context (TPCKCx). For this purpose, 201 chemistry teachers were included in the study on the basis of volunteering. A total of 121 of the participants were female chemistry teachers and 80 of them were male chemistry teachers. Technological Pedagogical Content Knowledge Scale and Teachers' Sense of Efficacy Scale were used as the tools of data collection in this study. The data were analysed through descriptive statistics, correlation analysis and structural equation model. Consequently, it was found that TPCKCx had positive and directly significant effects on both efficacy for classroom management and efficacy for student engagement. Additionally, it was found following the analyses done with the structural equation model that TPCKCx did not have a statistically significant effect on efficacy for instructional strategies.