Teachers’ TPACK Levels and Students’ Self-efficacy as Predictors of Students’ Academic Achievement

Abstract

The aim of the current study is to analyze the relationship among teachers’ TPACK levels, students’ self-efficacy and the academic achievement. Another purpose of this study is to determine whether there is significant difference in teachers’ TPACK levels according to their gender and professional experience. In this study, singular survey model and relational survey model were used. This study was conducted in 3 secondary schools in Konya and Ankara in the first semester of 2014-2015 academic year. A total of 78 teachers working in Science and Technology, Mathematics, Turkish, Social Studies and English branches and 1597 (792 female and 805 male) students attending to the courses of these teachers participated in the current study. This study indicates that the students’ academic, social, and emotional self-efficacy with teachers’ TPACK levels explain 12% of the academic achievement of students. Academic self-efficacy is the most important variable that influences students’ general academic achievement. In addition, the impact of teachers’ TPACK levels on academic achievement is higher than students’ social and emotional self-efficacy.