Deryakulu, denizDemirci, Fatih2022-06-142022-06-142021http://hdl.handle.net/20.500.12575/81787In this study, it is aimed to examine the relationships between the sources of self-efficacy of ICT teachers and teacher candidates and their technological pedagogical content knowledge. In addition, it is aimed to determine whether the sources of self-efficacy of ICT teachers and teacher candidates and their technological pedagogical field knowledge differ according to gender, total service duration, graduated higher education program, age, type of institution and the type of high school graduated from. The research was carried out by survey research method, one of the quantitative research methods. ICT teacher candidates and ICT teachers took part in the study group of the study together. The teacher candidates in the study group consisted of fourth-grade students (N = 505) of the Computer and Instructional Technologies Education (CITE) departments of education faculties in the 2018-2019 academic year, and the teachers were composed of ICT teachers (N = 306) working in state institutions. In the research, "Sources of Self-Efficacy Inventory" and "TPACK-Deep Scale" were used as data collection tools, and SPSS 21.00 package programs were used in the process of data processing and analysis. The results obtained indicate that the sources of self-efficacy that affect the self-efficacy beliefs of ICT teachers are mastery experiences, verbal persuasion, vicarious experiences and emotional and physiological states, and the sources of self-efficacy of ICT teachers showed no significant difference according to the gender of the teachers and the faculty they graduated from. In addition, it is concluded that emotional and physiological states affect teachers with a service life of 0-5 years more than teachers with a service life of 16 years or more, the youngest teachers in the age range of 22-32 more than the oldest teachers aged 38 and over, and finally, the teachers working in secondary schools more than the teachers working in vocational and technical Anatolian high schools. It is also found that ICT teachers have a high level of TPACK competence and this competence does not differ according to the gender, length of service, higher education programs they graduated from and the institution they work in, but ICT teachers who are 38 and over have better exertion skills compared to teachers between the ages of 22-32. The sources of self-efficacy affecting the self-efficacy beliefs of ICT teacher candidates were determined as vicarious experiences, mastery experiences, verbal persuasion and emotional and physiological states, and the sources of self-efficacy of teacher candidates did not show a significant difference according to their gender and the high school they graduated from. It has been determined that the ICT teacher candidates have a high level of TPACK competence. It has been concluded that female teacher candidates have higher competence than male teachers in terms of TPACK general competencies and sub-dimensions of exertion and ethics, but there is no significant difference between teacher candidates according to the high school they graduated from. The results determined that the sources of self-efficacy together give a meaningful relationship with the TPACK competencies of ICT teachers and explain about 24% of the total variance in TPACK competencies. In addition, sources of self-efficacy that statistically predict teachers' TPACK competencies significantly were determined as mastery experiences and emotional and physiological states. Finally, the sources of self-efficacy together give a significant relationship with the TPACK competencies of the ICT teacher candidates, explain about 31% of the total variance of the TPACK competencies, and the sources of self-efficacy that statistically predict the TPACK competencies of the teacher candidates significantly were determined as vicarious experiences with mastery experiences.tröz-yeterliliköz-yeterlilik kaynağıteknolojik pedagojik alan bilgisidoctoralThesis