The Role of Sustainable Education and Digital Competence in the Relationship Between Teachers’ TPACK Levels and Performance Self-Assessments

Teachers’ 21st century technological pedagogical content knowledge affects their performance self-evaluations, and it is considered that their attitudes towards sustainable education disposition and their digital competencies may also have an impact on their performance self-evaluations and thus may significantly affect these relationships. In this study, it was aimed to examine the effect of teachers’ 21st century technological pedagogical content knowledge on their performance self-evaluations, and the moderating role of digital competencies mediated by sustainable educational disposition in the model established for this purpose was examined. The research sample consisted of 478 teachers (305 female (63.8) and 173 (36.2) male teachers) working in various fields in schools in Türkiye. Within the scope of the research, data analyses were carried out in SPSS 21 and PROCESS Macro package programs using Model 4 and Model 58 developed by Hayes (2022). As a result of the analyses, it was seen that sustainable education tendencies had a mediating role in the relationship between teachers’ 21st-century technological pedagogical content knowledge and their performance self-evaluations. In addition to this, it was seen that 21st-century technological pedagogical content knowledge, sustainable educational dispositions and performance self-evaluations depend on the level of digital competencies.