Аннотация
In recent years, the relationship between teachers' technology competencies and integration and student-centered learning has come to the forefront. It is a clear reality that teachers with a student-centered education paradigm tend to use technology to support student-centered curriculum and should have some competencies in this regard. In this study, it was aimed to determine the relationships between student-centered education and technology integration competencies of primary school teachers in terms of some variables. The sample of the survey model research consists of 290 teachers working in different primary schools in Kazakhstan. In the study, student-centered education and technology integration competencies of teachers were described and then these variables were compared according to gender and professional seniority variables. "Competency Scale for Student-Centered Education and Teacher Technology Integration Scale" were used to collect the data. Descriptive statistics, independent groups t-test, one-way ANOVA and Regression analysis techniques were used to analyze the data. According to the results obtained, primary school teachers' efficacy levels for student-centered education are at the middle level and their technology integration efficacy levels are below the middle level. Teachers' efficacy levels related to student-centered education showed significant differences according to gender and professional seniority variables. However, primary school teachers' technology integration competencies did not differ according to gender and professional seniority variables. There is a moderate positive relationship between student-centered education and technology integration competencies of primary school teachers. Teachers' student-centered education competencies significantly predict their technology integration competencies