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<p>This study examined the relationship between teachers’ 21st-century technological pedagogical content knowledge (TPACK-21) and their self-efficacy for online measurement and evaluation (SESOME). Additionally, it investigated how these two dependent variables differed based on independent variables, such as gender, age, school level, subject field, professional experience, and general daily technology use. This quantitative research utilized descriptive and correlational designs. The sample consisted of 337 secondary and high school teachers working in 25 public schools in the Kocaeli province. Data were collected using a personal information form, the TPACK-21 Scale, and the SESOME Scale. The results revealed a moderate, positive, and significant relationship between teachers’ TPACK-21 and SESOME total scores. Furthermore, TPACK-21 scores differed significantly based on gender, school level, subject field, and general daily technology use, whereas no significant differences were found for age or professional experience. Conversely, SESOME scores differed significantly according to age, subject field, and professional experience; however, no differences were observed based on gender, school level, or general daily technology use.</p>

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Examining the relationship between teachers’ technological pedagogical content knowledge (TPACK) and their self-efficacy for online assessment and evaluation within the scope of 21 st century skills

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  • 出版模式：

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  • 发表日期：

    2026年3月31日

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  • Büşra Yilmaz,
  • Onur Isbulan

摘要

This study examined the relationship between teachers’ 21st-century technological pedagogical content knowledge (TPACK-21) and their self-efficacy for online measurement and evaluation (SESOME). Additionally, it investigated how these two dependent variables differed based on independent variables, such as gender, age, school level, subject field, professional experience, and general daily technology use. This quantitative research utilized descriptive and correlational designs. The sample consisted of 337 secondary and high school teachers working in 25 public schools in the Kocaeli province. Data were collected using a personal information form, the TPACK-21 Scale, and the SESOME Scale. The results revealed a moderate, positive, and significant relationship between teachers’ TPACK-21 and SESOME total scores. Furthermore, TPACK-21 scores differed significantly based on gender, school level, subject field, and general daily technology use, whereas no significant differences were found for age or professional experience. Conversely, SESOME scores differed significantly according to age, subject field, and professional experience; however, no differences were observed based on gender, school level, or general daily technology use.