The Relationship between Teachers' Self-Efficacy towards Technology Integration and School Happiness
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Abstract
The aim of this research is to determine the relationship between teachers' self-efficacy towards technology integration and their school happiness. Relational screening model was used in this research. The sample of the study consists of 267 teachers working in Balıkesir. In this research, “Self-Efficacy Perception Scale for Technology Integration” developed by Wang, Ertmer and Newby (2004) and adapted to Turkish by Ünal (2013) and “School Happiness Scale” developed by Sezer and Can (2019) were used as data collection tools. Data were analyzed by T-test, One-way Analysis of Variance (ANOVA), and Pearson Moments two-way correlation analysis. According to the research findings, it was concluded that the levels of teachers' self-efficacy beliefs towards technology integration and their perceptions of school happiness were high. It deduced that there was no significant difference between the variables of gender, educational status and professional seniority, and their self-efficacy towards technology integration. While it was concluded that there was a significant difference in favor of male teachers between teachers' perceptions of school happiness and gender; it was observed that there was no significant difference between the variables of education status and professional seniority. As a final result, it was revealed that there is a positive, reasonable and significant relationship between teachers' self-efficacy towards technology integration and their perceptions of school happiness.