Akademik Veri Yönetim Sistemi
Akdeniz Eğitim Araştırmaları Dergisi, cilt.17, sa.44, ss.47-82, 2023 (Hakemli Dergi)
The general purpose of this research is to determine the relationship between the level of perception levels and 21st century teacher skills of primary school teachers (working in the city center of Çanakkale) in the primary institutions of the Ministry of National Education (MEB). The population of the research consists of 264 primary school teachers working in public and private primary schools affiliated to the Ministry of National Education in the city center of Çanakkale in 2018-2019. The sample of the study consisted of 214 primary school teachers who accepted to participate in the study from the population, but 33 teachers were not evaluated because they answered the questions incomplete and the research was conducted with 181 teachers. The research was carried out with relational screening model. In the study, a structured questionnaire consisting of three parts was used as data collection tool. In the first part of the questionnaire, there were multiple choice questions regarding demographic and professional characteristics, in the second part, the Technological Pedagogical Content Knowledge Scale (TPABÖ), and in the third part, the 21st century Teacher Skills Scale (ÖBÖ). SPSS 25.0 program was used in the analysis of the data collected from 181 teachers. While analyzing the data, frequency and percentage analyzes and average, standard deviation etc. are used to find answers to problem status and sub-problems. descriptive analysis, unrelated samples t-test, variance analysis (ANOVA) and Tukey HSD multiple comparison test, cohen d effect size index, Pearson correlation analysis and simple linear regression analysis were used. As a result of the research, the technological pedagogical content knowledge levels of the primary school teachers were 78.75% and the 21st century teacher skills levels were 79.50%. Accordingly, it can be said that primary school teachers’ technological pedagogical knowledge and 21st century teacher skills are at a “good” level. When the effect of demographic and professional characteristics on technological pedagogical content knowledge and 21st century teacher skills were examined, it was observed that the general averages did not differ significantly according to gender, age, educational status, marital status, graduated field and seniority (p> 0.05). In other words, none of these variables have a significant effect on differentiating teachers’ technological pedagogical content knowledge and 21st century teacher skills levels. It can also be said that none of the sub-dimensions of 21st century teacher skills were significantly affected by them.