Examination of the relationship between epistemological beliefs and self-efficacy levels of technology use in education of preschool teachers

Purpose: This study aimed to examine the relationship between preschool teachers’ epistemological beliefs and their self-efficacy in using technology in education. Additionally, it explored how these variables differ according to gender, professional seniority, educational background, and perceived information-technology competence. Method: The study employed a relational survey model. The sample consisted of 693 preschool teachers working in public schools across various provinces. Data were collected using a Personal Information Form, the Epistemological Belief Scale (EBS), and the Self-Efficacy Scale for the Use of Technology in Education (SEUTE). As the data met normality assumptions, descriptive statistics, independent samples t-tests, one-way ANOVA, and Pearson correlation analyses were conducted. Findings: Results revealed that female teachers scored higher than male teachers on the beliefs that learning depends on ability and that there is a single truth. Conversely, male teachers aged 35–40 reported higher levels of technology-related anxiety. A strong positive correlation was found between the ‘Basic Abilities’ subdimension of the SEUTE and the ‘Belief that Learning Depends on Effort’ subdimension of the EBS. Additionally, weaker but statistically significant correlations emerged between Basic Abilities and other belief dimensions. Technology anxiety was also positively associated with the beliefs that learning depends on ability and that there is only one truth. Conclusion: The findings highlight the complex interplay between epistemological beliefs and technology self-efficacy among preschool teachers. Gender and age differences suggest the need for targeted professional development aimed at reducing technology anxiety and fostering adaptive beliefs about learning and teaching with technology.