International Journal of Innovative Approaches in Education
Abbreviation: IJIAPE | ISSN (Print): 2602-4780 | ISSN (Online): 2602-4489 | DOI: 10.29329/ijiape

Original article    |    Open Access
International Journal of Innovative Approaches in Education 2023, Vol. 7(4) 166-183

Comparison of Teachers' Online Technologies Self-Efficacy and Cyberbullying Awareness (Cyprus Sample)

Yeşim Çırak & Özden Demirkan

pp. 166 - 183   |  DOI: https://doi.org/10.29329/ijiape.2023.627.1

Published online: December 31, 2023  |   Number of Views: 50  |  Number of Download: 167

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Abstract

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.

Keywords: Online Technologies Self-Efficacy, Bullying, Cyberbullying, Cyberbullying Behaviors, Teachers’ Cyberbullying Awareness

How to Cite this Article

APA 6th edition
Cirak, Y. & Demirkan, O. (2023). Comparison of Teachers' Online Technologies Self-Efficacy and Cyberbullying Awareness (Cyprus Sample) . International Journal of Innovative Approaches in Education, 7(4), 166-183. doi: 10.29329/ijiape.2023.627.1

Harvard
Cirak, Y. and Demirkan, O. (2023). Comparison of Teachers' Online Technologies Self-Efficacy and Cyberbullying Awareness (Cyprus Sample) . International Journal of Innovative Approaches in Education, 7(4), pp. 166-183.

Chicago 16th edition
Cirak, Yesim and Ozden Demirkan (2023). "Comparison of Teachers' Online Technologies Self-Efficacy and Cyberbullying Awareness (Cyprus Sample) ". International Journal of Innovative Approaches in Education 7 (4):166-183. doi:10.29329/ijiape.2023.627.1.
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