International Journal of Research Studies in Education
2024
Volume 13 Issue 14
Available Online: 20 October 2024
Author/s:
Sunga, Sheila Mae*
Ilocos Sur Polytechnic State College-Tagudin Campus, Philippines (sheilamaericarze@gmail.com)
Ramos, Allan
Ilocos Sur Polytechnic State College-Tagudin Campus, Philippines (blue_chatter@gmail.com)
Abstract:
The rapid evolution of technology has profoundly altered multiple domains, with education being among the most affected. With this, study was conducted to determine the level of Digital Teaching Competence of Teachers in the Public Elementary Schools of Sta. Cruz District which will be a basis in the formulation of a localized framework for digital teaching and LAC session. This research employed developmental-descriptive research design that made use of questionnaire checklist which was adapted from DigCompEdu and was modified to fit into the target purpose of the study. The modified questionnaire checklist was validated by 15 key teachers from Sta. Lucia District. Specifically, the study aimed to determine the level of digital teaching competence of teachers in the public elementary schools of Sta. Cruz District. The digital teaching competence of teachers was classified into professional engagement, digital resources, teaching and learning, assessment of learning, empowering learners, and facilitating learners’ digital competence. The findings revealed that the respondents are very highly competent in digital teaching along professional engagement, using digital resources in teaching and learning, empowering learners, and facilitating learners’ digital competence. They also have a high competence in using digital technologies in assessment of learning. Most teachers use digital resources and technologies in teaching and professional development. However, they need to enhance their digital teaching competence in creating, modifying, and facilitating learning. Frequent use can boost competence and motivation. A localized framework can identify areas for improvement. With these findings, the study suggests that teachers should receive more ICT training to stay updated on digital teaching trends, and the Department of Education (DepEd) should provide sufficient digital tools and resources. Administrators should motivate teachers to pursue digital learning development. Additionally, a localized training framework on digital teaching competence can enhance teachers’ digital teaching competence. Future research should validate these findings.
Keywords: digital teaching competence, level of digital teaching competence, localized digital teaching competence framework, level of acceptability
DOI: https://doi.org/10.5861/ijrse.2024.24136
Cite this article:
Sunga, S. M., & Ramos, A. (2024). Digital teaching competence of teachers in the public elementary schools of Sta. Cruz district. International Journal of Research Studies in Education, 13(14), 113-129. https://doi.org/10.5861/ijrse.2024.24136
* Corresponding Author