Competence and attitude as predictors of teachers’ readiness for digitized instruction

Detalhes bibliográficos
Autor(a) principal: Galaraga, Regine L.
Data de Publicação: 2022
Outros Autores: C. Alpuerto, Reynato Jr.
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Sapienza (Curitiba)
Texto Completo: https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/497
Resumo: This study was undertaken to determine the influence of secondary school teachers’ digital competence and attitude towards the readiness for digitized instruction. This study was conducted in schools where digitized instruction is implemented in the Division of Digos City from January to March of 2022. This study utilized a quantitative-correlational design and was participated by 227 teachers. Data collection was done through adapted survey questionnaires and utilized descriptive, correlational, and multiple linear regression analysis for data interpretation. Results show a very high level of teachers’ digital competence and a generally positive attitude towards digitized instruction. Teachers’ readiness toward digitized instruction is also found to be very high.  Finally, teachers’ digital competence and attitude were found to be significant predictors of digitized instruction readiness among teachers. Thus it is necessary for teachers to improve their digitalization and technological competency as well as cultivate a favorable attitude toward information and communications technology to promote the enthusiasm for technology-led teaching.
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spelling Competence and attitude as predictors of teachers’ readiness for digitized instructionLa competencia y la actitud como predictores de la preparación de los profesores para la enseñanza digitalizadaCompetência e atitude como preditores da prontidão dos professores para a instrução digitalizadaInstrução digitalizada, competência digital, atitude, prontidãoDigitized instruction, digital competence, attitude, readinessInstrucción digitalizada, competencia digital, actitud, preparaciónThis study was undertaken to determine the influence of secondary school teachers’ digital competence and attitude towards the readiness for digitized instruction. This study was conducted in schools where digitized instruction is implemented in the Division of Digos City from January to March of 2022. This study utilized a quantitative-correlational design and was participated by 227 teachers. Data collection was done through adapted survey questionnaires and utilized descriptive, correlational, and multiple linear regression analysis for data interpretation. Results show a very high level of teachers’ digital competence and a generally positive attitude towards digitized instruction. Teachers’ readiness toward digitized instruction is also found to be very high.  Finally, teachers’ digital competence and attitude were found to be significant predictors of digitized instruction readiness among teachers. Thus it is necessary for teachers to improve their digitalization and technological competency as well as cultivate a favorable attitude toward information and communications technology to promote the enthusiasm for technology-led teaching.Este estudio se llevó a cabo para determinar la influencia de la competencia digital de los profesores de secundaria y su actitud hacia la preparación para la instrucción digitalizada. Este estudio se llevó a cabo en las escuelas donde se implementa la instrucción digitalizada en la División de la ciudad de Digos de enero a marzo de 2022. Este estudio utilizó un diseño cuantitativo-correlacional y contó con la participación de 227 profesores. La recopilación de datos se realizó a través de un cuestionario de encuesta adaptado y se utilizó un análisis descriptivo, correlacional y de regresión lineal múltiple para la interpretación de los datos. Los resultados muestran un nivel muy alto de competencia digital de los profesores y una actitud generalmente positiva hacia la enseñanza digitalizada. La disposición de los profesores hacia la enseñanza digitalizada también es muy alta.  Por último, la competencia digital y la actitud de los profesores resultaron ser predictores significativos de la disposición a la enseñanza digitalizada entre los profesores. Por lo tanto, es necesario que los profesores mejoren su competencia personal en materia de digitalización y tecnología, así como que cultiven una actitud favorable hacia las tecnologías de la información y la comunicación para promover el entusiasmo por la enseñanza basada en la tecnología.Este estudo foi realizado para determinar a influência da competência digital dos professores do ensino médio e sua atitude em relação à prontidão para a instrução digitalizada. Este estudo foi realizado em escolas onde o ensino digitalizado é implementado na Divisão da Cidade de Digos de janeiro a março de 2022. Este estudo ulitizou o desenho quantitativo-correlacional e teve a participação de 227 professores. A coleta de dados foi feita através de um questionário de pesquisa adaptado e utilizou análise descritiva, correlacional e de regressão linear múltipla para a interpretação dos dados. Os resultados mostram um nível muito alto de competência digital dos professores e uma atitude geralmente positiva em relação à instrução digitalizada. A prontidão dos professores em relação à instrução digitalizada também é considerada muito elevada.  Finalmente, a competência e atitude digital dos professores foi considerada como preditor significativo da prontidão de instrução digitalizada entre os professores. Assim, é necessário que os professores melhorem sua digitalização pessoal e competência tecnológica, assim como cultivem uma atitude favorável em relação à tecnologia da informação e da comunicação, a fim de promover o entusiasmo do ensino conduzido pela tecnologia.Sapienza Grupo Editorial2022-10-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/49710.51798/sijis.v3i7.497Sapienza: International Journal of Interdisciplinary Studies; Vol. 3 No. 7 (2022): Theoretical and methodological plurality; 2-13Sapienza: International Journal of Interdisciplinary Studies; Vol. 3 Núm. 7 (2022): Pluralidad teórica y metodológica; 2-13Sapienza: International Journal of Interdisciplinary Studies; v. 3 n. 7 (2022): Pluralidade teórica e metodológica; 2-132675-978010.51798/sijis.v3i7reponame:Sapienza (Curitiba)instname:Sapienza Grupo Editorialinstacron:SAPIENZAenghttps://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/497/338Copyright (c) 2022 Regine L. Galaraga, Reynato Jr. C. Alpuertohttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessGalaraga, Regine L. C. Alpuerto, Reynato Jr. 2022-10-19T23:37:42Zoai:ojs2.journals.sapienzaeditorial.com:article/497Revistahttps://journals.sapienzaeditorial.com/index.php/SIJISPRIhttps://journals.sapienzaeditorial.com/index.php/SIJIS/oaieditor@sapienzaeditorial.com2675-97802675-9780opendoar:2023-01-12T16:43:02.537200Sapienza (Curitiba) - Sapienza Grupo Editorialfalse
dc.title.none.fl_str_mv Competence and attitude as predictors of teachers’ readiness for digitized instruction
La competencia y la actitud como predictores de la preparación de los profesores para la enseñanza digitalizada
Competência e atitude como preditores da prontidão dos professores para a instrução digitalizada
title Competence and attitude as predictors of teachers’ readiness for digitized instruction
spellingShingle Competence and attitude as predictors of teachers’ readiness for digitized instruction
Galaraga, Regine L.
Instrução digitalizada, competência digital, atitude, prontidão
Digitized instruction, digital competence, attitude, readiness
Instrucción digitalizada, competencia digital, actitud, preparación
title_short Competence and attitude as predictors of teachers’ readiness for digitized instruction
title_full Competence and attitude as predictors of teachers’ readiness for digitized instruction
title_fullStr Competence and attitude as predictors of teachers’ readiness for digitized instruction
title_full_unstemmed Competence and attitude as predictors of teachers’ readiness for digitized instruction
title_sort Competence and attitude as predictors of teachers’ readiness for digitized instruction
author Galaraga, Regine L.
author_facet Galaraga, Regine L.
C. Alpuerto, Reynato Jr.
author_role author
author2 C. Alpuerto, Reynato Jr.
author2_role author
dc.contributor.author.fl_str_mv Galaraga, Regine L.
C. Alpuerto, Reynato Jr.
dc.subject.por.fl_str_mv Instrução digitalizada, competência digital, atitude, prontidão
Digitized instruction, digital competence, attitude, readiness
Instrucción digitalizada, competencia digital, actitud, preparación
topic Instrução digitalizada, competência digital, atitude, prontidão
Digitized instruction, digital competence, attitude, readiness
Instrucción digitalizada, competencia digital, actitud, preparación
description This study was undertaken to determine the influence of secondary school teachers’ digital competence and attitude towards the readiness for digitized instruction. This study was conducted in schools where digitized instruction is implemented in the Division of Digos City from January to March of 2022. This study utilized a quantitative-correlational design and was participated by 227 teachers. Data collection was done through adapted survey questionnaires and utilized descriptive, correlational, and multiple linear regression analysis for data interpretation. Results show a very high level of teachers’ digital competence and a generally positive attitude towards digitized instruction. Teachers’ readiness toward digitized instruction is also found to be very high.  Finally, teachers’ digital competence and attitude were found to be significant predictors of digitized instruction readiness among teachers. Thus it is necessary for teachers to improve their digitalization and technological competency as well as cultivate a favorable attitude toward information and communications technology to promote the enthusiasm for technology-led teaching.
publishDate 2022
dc.date.none.fl_str_mv 2022-10-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/497
10.51798/sijis.v3i7.497
url https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/497
identifier_str_mv 10.51798/sijis.v3i7.497
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/497/338
dc.rights.driver.fl_str_mv Copyright (c) 2022 Regine L. Galaraga, Reynato Jr. C. Alpuerto
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Regine L. Galaraga, Reynato Jr. C. Alpuerto
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Sapienza Grupo Editorial
publisher.none.fl_str_mv Sapienza Grupo Editorial
dc.source.none.fl_str_mv Sapienza: International Journal of Interdisciplinary Studies; Vol. 3 No. 7 (2022): Theoretical and methodological plurality; 2-13
Sapienza: International Journal of Interdisciplinary Studies; Vol. 3 Núm. 7 (2022): Pluralidad teórica y metodológica; 2-13
Sapienza: International Journal of Interdisciplinary Studies; v. 3 n. 7 (2022): Pluralidade teórica e metodológica; 2-13
2675-9780
10.51798/sijis.v3i7
reponame:Sapienza (Curitiba)
instname:Sapienza Grupo Editorial
instacron:SAPIENZA
instname_str Sapienza Grupo Editorial
instacron_str SAPIENZA
institution SAPIENZA
reponame_str Sapienza (Curitiba)
collection Sapienza (Curitiba)
repository.name.fl_str_mv Sapienza (Curitiba) - Sapienza Grupo Editorial
repository.mail.fl_str_mv editor@sapienzaeditorial.com
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