Examination of Secondary School Mathematics Teachers' Digital Literacy Self-Efficacy, E-learning Readiness, Technology Acceptance Levels, and Attitudes Towards Distance Education

Abstract

In this study, digital literacy self-efficacy, e-learning readiness, technology acceptance levels, and attitudes towards distance education of secondary school mathematics teachers during the pandemic were examined. 108 secondary school mathematics teachers from Uşak province and its districts, affiliated with the Ministry of National Education, selected through a convenient sampling method participated in the study. The data collection tools included a personal information form, a \"Digital Literacy Self-Efficacy Scale\", the \"E-learning Readiness Scale,\" the \"Technology Acceptance Scale for Teachers\", and the \"Scale of Attitude towards Distance Education\". Descriptive statistics for data analysis, t-test for correlational samples, single-factor analysis of variance, and multiple correlation analysis were used in the study. It was concluded in the study that secondary school mathematics teachers' digital literacy self-efficacy levels, e-learning readiness levels, and technology acceptance levels were high and their attitudes towards distance education were moderate. No significant difference was found between the scores of the teachers from the scales and the variables of gender, professional seniority, and education status related to distance education. A positive and high correlation was determined between secondary school mathematics teachers' digital literacy self-efficacy and their e-learning readiness, a moderate positive correlation between their technology acceptance levels, and a low negative correlation between their attitudes towards distance education. Furthermore, a moderate positive correlation was found between their e-learning readiness and technology acceptance, while a low positive correlation between their attitudes towards distance education