This study aimed to compare teachers' self-efficacy in using online technologies with their students' awareness of cyberbullying behaviors. In this regard, the need to support the opinions obtained through the survey with qualitative data was felt. Therefore, the phenomenological pattern method, a mixed method research in which qualitative and quantitative research methods are used together, was used in the research. For the quantitative data of the research, data were collected using the "Demographic Information Form", "Online Technologies Self-Efficacy Scale" and "Teachers' Cyberbullying Awareness Scale". A semi-structured interview form was used for qualitative data. The study included 256 teachers from Northern Cyprus's secondary and high schools. The Mann-Whitney U Test was used in quantitative data analysis for independent variables with two categories, while the Kruskal-Wallis Test statistic was used for comparisons between more than two independent groups. Content analysis was used in the study of qualitative data. The results showed that there was a significant and positive relationship between teachers' online technology self-efficacy and their students' awareness of cyberbullying behaviors. Female teachers are much more knowledgeable about cyberbullying issues than male teachers. Teachers between the ages of 25 and 44 had higher self-efficacy in online technologies than other age groups. Teachers whose fields are not related to informatics departments stated that training is necessary to increase online technology self-efficacy. It was observed that the majority of teachers stated that the disclosure of personal information was the most common form of cyberbullying occurring in schools. In line with these results, various suggestions were included in the research.

This study was carried out to determine high school teachers' perspectives on the use of digital technologies in education. The participants of this research consisted of 71 teachers from four different countries. The participants of the project consist of the teachers in the schools involved in the “DigiSchools” project supported by the Erasmus+ KA220 program in 2001. The questionnaire questions were prepared by examining survey studies in this field. The opinions of teachers about digitalization in education performed in project process using the survey method are presented Data were collected with a 24-item questionnaire. The scale items were evaluated using mean, standard deviation, frequency, percentage and Anova analyses. Teachers' perspectives on the use of digital technologies differences by country and usage frequency were analyzed. According to the results of the research, differences were determined according to the country and professional seniority of the teachers.