Teachers’ Digital Competence and Its Impact on Technology-Enhanced Teaching Practices In Secondary Schools

Abstract

Background: The rapid advancement of digital technologies in the educational field has introduced the need to equip teachers with the highest degree of technological competence to facilitate the use of the technology in teaching. The research article is a study on how the digital competence of teachers, teaching ICT infrastructure, teacher professional development, teacher self-efficacy, and teacher leadership support influence technology implementation in classrooms in the second production stages.

Objective: This research has the first aim to investigate the impact of the digital competence of an educator on utilising technology to improve teachers in high schools. In addition, the study will determine the mediating role of teacher self-efficacy and leadership support mediated role in this mediating relationship.

Methods: A quantitative research design was employed in which a structured questionnaire of 40 items in eight constructs was employed. The sample was selected through convenience sampling and comprised 322 secondary school teachers. The analyses of the data were conducted using descriptive statistics, reliability and validity tests, Pearson correlation, regression analysis, as well as inferential tests such as independent samples t-test, one-way ANOVA, Kruskal-Wallis test, and Chi-square test. The relationship of variables was interpreted on the principles of structural equation modeling.

Results: The findings indicated that the reliability and validity of all the constructs were reasonable, while reliability was high with the internal consistency not wanting the sampling adequacy. The outcome of Pearson correlation showed that there had been positive and significant relationships between the variables. A regression analysis established that teacher digital competence, ICT infrastructure, teacher professional development, teacher self-efficacy, with leadership support are important predictors of education technology-enhancement practices. Leadership support was identified as the strongest forecast. Additional inferential tests showed that there was a significant difference in the demographic factors, which included gender and teaching experience, and age, among others.

Conclusion: The researchers were able to conclude that the digital competence among teachers is a significant determinant that either allows or denies teachers from deploying technology in their teaching process. This relationship is further strengthened in a higher direction when teachers are well institutionally supported, whereby they are regularly developed and have enough ICT resources. Teacher self-efficacy and leadership support a major moderating variable to this effect. The results concerning this article provide an understanding of the necessity of approaching the issue in its comprehensive manifestations, which can be applied to address the skills, infrastructure, and support systems when improving work with technology- based education.

Implications: The results can present useful information to the educators, policymakers, and school administrators. Ongoing professional growth has the potential to develop digital competence, establishing more desirable ICT infrastructures and conducive leadership settings, which would significantly help in advancing the quality of technology-enhanced instruction. Future research areas that may be explored in the research are also mentioned by the research to include the study of the other mediators and moderating variables in the technology adoption models