EXAMINING SECONDARY SCHOOL TEACHERS’ SELF-EFFICACIES IN INTERACTIVE WHITEBOARD USE

Abstract

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.