Digital proficiency and its relationship to the performance quality of teachers in schools for gifted students

Abstract

This study aims to explore the relationship between the digital competence of teachers of outstanding students and the quality of their performance. The research sample included 283 male and female teachers selected using stratified random sampling. The researcher adopted a descriptive-analytical method to achieve the study’s objectives.Two questionnaires were developed, each containing 50 items across five domains. The first questionnaire measured digital competence based on the European Digital Competence Framework (DigComp), including the following areas: information and data literacy, communication and collaboration, digital content creation, information safety and security, and problem-solving with technology. The second questionnaire assessed teacher performance quality, focusing on five areas: designing tools and assessments aligned with learning outcomes, ongoing professional development, personal qualities and interpersonal relationships, planning and managing the learning environment, and educational materials and general knowledge. The validity of the two questionnaires was confirmed by experts before being distributed to the research sample. Appropriate statistical analyses were conducted to test the research hypotheses. The findings revealed statistically significant differences in favor of male teachers in terms of digital competence. There were also significant differences in favor of teachers with 3 to 7 years of service compared to those with 8 years or more. Additionally, teachers who completed up to three digital proficiency courses showed higher competence than those who attended only one course. Finally, a significant positive relationship was found between digital competence and teacher performance quality.