Although the use of technology in education is seen as one of the 21st century teacher competencies, the complete halt of formal education with the epidemic has made the use of technology in education a common problem not only for teachers but for all stakeholders of education. Developing digital content for distance language education requires high technology literacy. This necessitates the determination of digital material development self-efficacy of those who teach language remotely. In this context, the aim of the research is to determine the digital material development self-efficacy of teachers who teach Turkish remotely as a foreign language. In the study, data were collected with the descriptive survey model, which is one of the quantitative research designs. The study group of the research consists of 203 teachers who teach Turkish remotely. The self-efficacy of the relevant group in developing digital teaching materials was collected with the "Digital Teaching Material Development Self-Efficacy Scale" by Korkmaz, Arikaya and Altintas (2019) and their demographic information was collected with the "Personal Information Form" prepared by the researcher. SPSS 21 package program was used to analyze the data. Within the scope of this information, it was determined in the research that the digital material development self-efficacy of those who teach Turkish remotely as a foreign language is "high". In addition, it was found that there was a significant difference between the variables such as the participants' age, currently teaching Turkish remotely, receiving training on distance Turkish teaching, developing digital materials for distance Turkish teaching and feeling competent in developing digital teaching materials for distance Turkish teaching. Based on all these findings and information, various suggestions have been made.
Distance education, digital content development, teaching Turkish as a foreign language, teacher self-efficacy.