Comparison of Teachers%252339%253B Online Technologies Self-Efficacy and Cyberbullying Awareness (Cyprus Sample)

Abstract

This study aimed to compare teachers%252339%253B self-efficacy in using online technologies with their students%252339%253B 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 quot%253BDemographic Information Formquot%253B, quot%253BOnline Technologies Self-Efficacy Scalequot%253B and quot%253BTeachers%252339%253B Cyberbullying Awareness Scalequot%253B. A semi-structured interview form was used for qualitative data. The study included 256 teachers from Northern Cyprus%252339%253Bs 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%252339%253B online technology self-efficacy and their students%252339%253B 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