Abstract

• The purpose of this study is to investigate the relationship between technological knowledge and self-efficacy of teacher educators in selected Education Degree Colleges. In this study, the samples were (200) teacher educators from four Education Degree Colleges in Magway and Mandalay Regions. The Technological Pedagogical Content Knowledge (TPACK) developed by Ismail Sahin (2011) was used to measure teacher educators' technological knowledge. It comprised four dimensions: knowledge of technology, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The second instrument was the Technology Proficiency Self-Assessment (TPSA C-21) developed by Christensen and Knezek, (2017) to investigate the self-efficacy of teacher educators. It had six scales: Email, WWW, Integrated Applications, Teaching with Technology, Teaching with Emerging Technologies, and Emerging Technologies Skills. Descriptive statistics was firstly used. In the technological knowledge of teacher educators, the mean of knowledge of technology was higher than that of other dimensions. In self-efficacy, the means of emerging technology skills was larger than that of other scales. According to the ANOVA results, there was a significant difference in technological knowledge and self-efficacy between teacher educators with 6-10 years of teaching experience and those with 11 years and above teaching experience. And the result of the Pearson-product moment correlation revealed that there was a significant and highly positive correlation between technological knowledge and the self-efficacy of teacher educators (r = .876, p<.01). According to simple linear regression, it can be predicted that 77% of teacher educators’ self-efficacy can be predicted from their technological knowledge. Therefore this study indicated that the more technological knowledge teacher educators have the higher self-efficacy in their teaching-learning situation.