Articles in Press

Teachers’ Self-Reported Digital Literacy and Digital Instructional Material Development Self-Efficacy

A Cross-Sectional Survey

https://doi.org/10.56741/IISTR.apsa.002249

Authors

Keywords:

Cross-Sectional Survey, Digital Instructional Materials, Digital Literacy, Self-Report Teacher, Self-Efficacy

Abstract

This cross-sectional descriptive-correlational survey examined teachers’ self-reported digital literacy and digital instructional material development self-efficacy and their associations with demographic characteristics. Participants were 314 teachers (177 women and 137 men) working in Sivas, Türkiye, during the spring semester of 2024–2025. Data were collected online using the Digital Literacy Scale and the Teachers’ Digital Instructional Material Development Self-Efficacy Scale. Reported descriptive statistics, group comparisons, and Pearson correlations were examined. Mean digital literacy was 3.45 (SD = 0.86), classified as high under the prespecified interpretive intervals, whereas overall material-development self-efficacy was moderate (M = 3.34, SD = 0.77). The two scores were positively correlated (r = .622, p < .001). Overall self-efficacy did not differ significantly by gender (p = .063), educational attainment (p = .217), or daily digital-tool-use duration (p = .182), although selected subscale comparisons were significant in unadjusted analyses. These findings concern self-reported perceptions rather than objectively demonstrated digital competence. Interpretation is provisional pending verification of scale coding and score ranges, missing-data procedures, and multiple-testing adjustments. The cross-sectional design does not establish causality.

Author Biographies

Aysel Arslan, Sivas Cumhuriyet University

completed her primary education in Sivas and finished middle and high school through an open education program. She earned her Bachelor’s degree in Turkish Language Teaching from Sivas Cumhuriyet University (2010–2014), her Master’s degree in Curriculum and Instruction from the same university (2014–2017), and her Ph.D. in Curriculum and Instruction from Atatürk University (2017–2021). She has published numerous articles, conference papers, and book chapters. Her main research interests include cooperative learning, self-efficacy, digital addiction, values education, lifelong learning, and motivation. (email: ayselarslan@cumhuriyet.edu.tr).

Didem Kayahan Yüksel, Sivas Cumhuriyet University

is an Associate Professor in the Department of Special Education at Sivas Cumhuriyet University, Türkiye. She earned her undergraduate degree in Primary Education and postgraduate degrees in Curriculum and Instruction at Tokat Gaziosmanpaşa University. She has taught students with intellectual disabilities and contributes to the university’s Special Education Application and Research Center. Her research focuses on inclusive education, curriculum adaptation, instructional design, teacher training, and collaboration. (email: didemkayahan@cumhuriyet.edu.tr).

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Published

2026-10-27

How to Cite

Arslan, A., & Yüksel, D. K. (2026). Teachers’ Self-Reported Digital Literacy and Digital Instructional Material Development Self-Efficacy: A Cross-Sectional Survey. Advances in Psychological Sciences and Applications, 2(03), 154–167. https://doi.org/10.56741/IISTR.apsa.002249

Issue

Vol. 2 No. 03 (2026): Articles in Press - Advances in Psychological Sciences and Applications

Section

Articles
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Copyright (c) 2026 Aysel Arslan, Didem Kayahan Yüksel

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