Investigating the Association between Technological Pedagogical Content Knowledge (TPACK) and Self-Efficacy among Turkish EFL Prep School Teachers

Year 2025, Volume: 1 Issue: 1, 1 - 21, 24.01.2025

Hasan Aksoy , Yeşim Bektaş Çetinkaya

Abstract

The study’s purpose was to investigate the relationship between self-efficacy beliefs and knowledge domains of TPACK for 86 Turkish EFL (English as Foreign Language) preparatory school teachers at two state-owned universities in Türkiye. It also aimed to uncover whether there was any substantial variation in their self-efficacy beliefs and knowledge domains of TPACK according to gender, teaching experience, and perceived language proficiency. The study employs descriptive statistics on self-efficacy beliefs and knowledge domains of TPACK, as well as Spearman Correlation analysis and Mann Whitney U test for data analysis. The study revealed a positive correlation between EFL teachers’ self-efficacy and TPACK, finding that Technological Pedagogical Knowledge positively influences Efficacy in Social Adaptation (ESA) and Core Efficacy (CE). Efficacy in Teaching and Correcting Language Concepts (ETCLC) components showed a moderate link with Content Knowledge (CK), while there was a positive relationship between ESA and Teaching Content Knowledge (TCK). Efficacy in Classroom Managements and Remedial Actions (ECMRA) had negative associations with Technological Pedagogical Knowledge (TPK), Technological Knowledge (TK), Pedagogical Knowledge (PK) and Content Knowledge (CK). The high average scores for each TPACK dimension indicated the teachers’ moderate to high self-efficacy. There was a significant disparity between gender categories in TK and PCK, with females typically outperforming males. No major distinctions were found associated with teachers’ degree of experience regarding TPACK components. Regarding proficiency, there were notable differences between teachers at C1 and C2 level in all TPACK levels except for TK.

Keywords

EFL, Prep School Teaching, Self-efficacy, TPACK

Ethical Statement

The authors of the study confirm that the ethical permission was provided by Dokuz Eylul University, Ethical Committee (date of confirmation: July 25, 2023). Permission for the study was given by University A (23.08.2023) and B (18.08.2023). Participants were provided with written informed consent. Participants completed consent papers voluntarily and willingly.

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