Abstract

• This study aimed to investigate teacher educators’ technological pedagogical content knowledge on their self-efficacy. A sample of (160) teacher educators in five Education Degree Colleges were selected by using simple random sampling. The instruments for teacher educators’ technological pedagogical content knowledge with (35) Likert scale items and the instrument for teacher educators’ self-efficacy with (30) Likert scale items were applied. Survey method was employed to determine teacher educators’ technological pedagogical content knowledge and their self-efficacy. The quantitative data were analyzed by using the Statistical Package for Social Science (SPSS). In order to examine the teacher educators’ levels of technological pedagogical content knowledge and self-efficacy, descriptive statistics (mean and standard deviation) were used. The inferential statistics such as one-way analysis of variance (ANOVA) and Post Hoc test were used to compare teacher educators’ technological pedagogical content knowledge and self-efficacy in terms of designation and teaching experience. Pearson-product movement correlation test was used to investigate the relationship between technological pedagogical content knowledge (TPACK) and self-efficacy. The findings pointed out that the teacher educators applied lower technological knowledge than pedagogical content knowledge in their teaching and learning and they had lower self-efficacy in adapting to individual student needs. The result showed that there was a positive relationship between teacher educators’ technological pedagogical content knowledge and their self-efficacy at (r = .677, p = .000). Finally, this study revealed that the more the teachers have technological pedagogical content knowledge, the more they get higher self-efficacy