Teachers’ Digital Competence
Keywords:
Application software, digital competence, educational platforms, teachersAbstract
The purpose of this descriptive qualitative research was to ascertain the digital competence of teachers during the school year 2021-2022 in one of the districts in the division of Bacolod City, Negros Occidental. The study surveyed 97 elementary online teachers from one of the district divisions of Bacolod City. The level of teachers' digital competence was determined using quantitative descriptive design. The findings indicated that most respondents were older, married, and possessed MA units or degrees. Most had over 14 years of teaching experience. Additionally, moderate and high levels of competence in application software and educational platforms were demonstrated, respectively, with an overall high level of competence. However, when grouped by age, civil status, and length of service, teachers' competence in both application software and educational platforms was "moderate." In contrast, those with higher educational attainment showed a "high" level of competence. Significant differences in digital competence across all demographic variables were found, with p-values below the significance level. Thus, the null hypothesis of no difference in digital competence across these groups was rejected, indicating that age, civil status, highest educational attainment, and length of service significantly influence teachers' digital competence.
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