A Phenomenological Research on Examining Middle School Teachers' Digital Competency Self-Efficacy Perceptions and Beliefs about Self-Regulation

The primary purpose of the research is to examine middle school teachers' self-efficacy perceptions of digital competence. The participants of this study, which was conducted using the phenomenology pattern of the qualitative research approach, consisted of 17 middle school teachers who were determined using the criterion sampling method, one of the purposive sampling methods. The data were collected using a semi-structured interview form developed by the researchers and analyzed by content analysis. As a result of the research, it was determined that teachers mostly tried to define the concept of digital competence as having technology and software knowledge. It has been observed that teachers' self-efficacy perceptions of digital competence are generally at a moderate level. Middle school teachers mainly stated the factors contributing to self-efficacy as being able to do daily and professional life in a digital environment and using digital devices, software, and the internet. In contrast, they stated that the factors that lead to poor self-efficacy perceptions are the inability to use digital devices and software comprehensively and to prepare content.