Teachers’ Digital Competence and Self-Efficacy: The Mediating Role of Technology Integration in Tangub City Division
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Abstract
Background and Aim: The growing integration of technology in education has highlighted the need for teachers to develop strong professional digital competence to enhance instructional quality and teaching confidence. In the DepEd Tangub City Division, teachers are increasingly expected to use digital technologies for instruction, assessment, communication, and learner support. However, differences in access to digital resources, ICT-related training, and actual classroom technology use may affect effective technology-supported teaching. This study aimed to examine the relationship among teachers’ professional digital competence (TPDC), use of instructional and communication tools (TUICT), and self-efficacy (SE) among public school teachers in DepEd Tangub City Division. It also determined whether TUICT mediates the relationship between TPDC and SE.
Materials and Methods: This study used a quantitative descriptive-correlational design involving 217 public school teachers selected through non-probability convenience sampling. Data were gathered using adapted and validated standardized instruments measuring TPDC, TUICT, and SE. Content validity was confirmed through expert review, while reliability testing showed acceptable internal consistency (Cronbach’s α = 0.70). Mean and standard deviation were used to describe variable levels. Since the data were non-normally distributed, Spearman’s rank correlation was applied to test relationships among variables. Mediation analysis was also conducted to determine the mediating role of TUICT. Ethical protocols, including informed consent, confidentiality, and voluntary participation, were strictly observed.
Results: Results showed that teachers had a very high level of digital competence (M = 4.53, SD = 0.566) and self-efficacy (M = 4.39, SD = 0.485), while their use of instructional and communication tools was high (M = 4.16, SD = 0.614). Significant positive relationships were found between TPDC and TUICT (ρ = 0.742, p < .001), TPDC and SE (ρ = 0.609, p < .001), and TUICT and SE (ρ = 0.559, p < .001). Mediation analysis revealed that TUICT partially mediated the TPDC–SE relationship, with a significant indirect effect (β = 0.159, p < .001), representing 33.6% of the total effect. The direct effect of TPDC on SE remained significant (β = 0.314, p < .001).
Conclusion: Teachers’ professional digital competence significantly contributes to both technology use and self-efficacy. Although instructional and communication tools strengthen self-efficacy, digital competence remains the strongest predictor. The findings suggest that professional development should go beyond technical training and focus on holistic digital competence to improve teachers’ confidence and effectiveness in technology-rich learning environments.
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