The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors

The Technological Pedagogical Content Knowledge (TPACK) framework provides a theoretical perspective of showing whether teacher can effectively design and conduct technology-enhanced instruction. In addition, social cognitive variables like self-efficacy, outcome expectations, interest intentions play vital role in teachers choose to integrate technology into their instructional practices. Therefore, this study aimed investigate the relationships between TPACK dimensions these understand teachers’ behaviors integration. For purpose, hypothetical model was designed tested through structural equation modeling among variables. research sample consisted 850 from Turkey. findings demonstrate that especially teachers' technological knowledge (TK), content (TCK), pedagogical (TPK), TPACK-core (different interactions CK PK with TK) together have impacts on use educational technologies. context, high level are more interested technologies, expectations regarding outcomes using technologies increase they develop behavioral technologies; as result, see/evaluate themselves qualified Consequently, results expected contribute better understanding beliefs toward integration education.