Self-Efficacy of the Social Studies Teachers in Using the Interactive Whiteboards

Abstract

The aim of this study is to analyse the self-efficacy of the social studies teachers in regard to the use of smart whiteboards. In the study the self-efficacy of the social studies teachers in regard to the use of smart boards was examined based on some variables (i.e., gender, age and receiving training on the use of information technologies). The study was designed according to the survey design and the participants were 101 social studies teachers working at public secondary schools in Afyonkarahisar province of Turkey. The data of the study were collected using the Self-Efficacy Scale in Using the Interactive Blackboard developed by Yalçınkaya and Özkan (2014). The data collected were analysed with the descriptive statistics, independent group’s t Test and one-way analysis of variance. The findings indicate that the self efficacy of the social studies teachers participated in the study was at the level of “agree” suggesting that they perceived themselves competent in using the interactive blackboard. It was found that their self-efficacy in using the interactive blackboard did not vary based on the variables of gender and age, but prior training on information technologies had positive effects on their self-efficacy in using the interactive blackboard.