Teacher Digital Competence in the stages of Compulsory Education according to DigCompEdu: The impact of demographic predictors on its development
Antonio Palacios‐Rodríguez, Francisco D. Guillén‐Gámez, Julio Cabero Almenara, Juan Jesús Gutiérrez Castillo
Abstract
New educational trends mediated by technology require the development of Teacher Digital Competence (TDC). These have been regulated by competence frameworks, such as DigCompEdu. The aim of the study is to determine and compare the level of self-perception of digital competence among teachers of the different stages of compulsory education (Early Childhood, Primary and Secondary Education) as a function of gender, considering different age ranges, years of teaching experience and hours of permanent education. This study also analysed how different predictors influence each other in the acquisition of TDC. To this end, an ex post facto non-experimental design is used with 78,966 teachers from Andalusia (Spain). The results show that the diagnosed level is low-medium and that the analysed variables had significant impact and prediction levels. Consequently, the casuistry of this phenomenon is discussed, concluding that it is necessary to develop personalised training programmes for teachers.