IN-SERVICE TEACHERS' INTERNET SELF-EFFICACY: A RE-EXAMINATION OF GENDER DIFFERENCES

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dc.authoridKAHRAMAN, SAKIP/0000-0002-3048-0215
dc.contributor.authorKahraman, Sakip
dc.contributor.authorYilmaz, Zeynel Abidin
dc.date.accessioned2025-01-27T20:48:08Z
dc.date.available2025-01-27T20:48:08Z
dc.date.issued2018
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractTeachers' Internet self-efficacy plays a critical role in their web-based professional development and on their students' learning outcomes in Internet-based learning environments. It is therefore important to periodically measure and evaluate teachers' self-efficacy regarding the Internet, which is a dynamic technology, using an instrument that reflects the recent advancements in the Internet technology. By considering radical changes taking place recently on the Internet, this study aimed to explore teachers' Internet self-efficacy by gender by adapting an earlier instrument. To this end, the Internet Self-efficacy Scale (ISS) developed by Kim and Glassman (2013) was used. First, the ISS was adapted into Turkish and the confirmatory factor analysis results revealed that the Turkish version of the ISS could be used as a valid instrument to measure teachers' Internetself- efficacy [X-2(df = 106) = 270.836, NFI =.865, CFI = .912 and RMSEA = .086 (90% C.I.; .073-.098)]. The coefficient of Cronbach's alpha for the Turkish version of the ISS was found to be 0.92. In this study, survey method was used. The sample of the study consisted of 349 in-service teachers with different majors in Turkey. The data were analyzed using independent sample t-test and the results showed teachers' Internet self-efficacy was considerably high. Additionally, no gender differences in any of the subscales of the ISS including five subscales, namely, reactive/generative, differentiation, organization, communication and search, were found.
dc.identifier.doi10.17718/tojde.415675
dc.identifier.endpage85
dc.identifier.issn1302-6488
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85044721694
dc.identifier.scopusqualityQ2
dc.identifier.startpage72
dc.identifier.urihttps://doi.org/10.17718/tojde.415675
dc.identifier.urihttps://hdl.handle.net/20.500.12428/25146
dc.identifier.volume19
dc.identifier.wosWOS:000429150600007
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherAnadolu Univ
dc.relation.ispartofTurkish Online Journal of Distance Education
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjectInternet self-efficacy
dc.subjectin-service teacher
dc.subjectgender
dc.subjectconfirmatory factor analysis
dc.titleIN-SERVICE TEACHERS' INTERNET SELF-EFFICACY: A RE-EXAMINATION OF GENDER DIFFERENCES
dc.typeArticle

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