International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Digital Pedagogical Competence among Teachers: An Empirical Investigation

Author(s) Sudha Rani M, Dr. Priyadarsini J.R.
Country India
Abstract Digital pedagogical competence has become an essential professional competency for teachers in the rapidly evolving digital educational landscape. The present study aimed to assess the digital pedagogical competence of secondary school teachers and examine its variation with respect to locality. A descriptive survey method was employed, and the study was conducted on a sample of 200 secondary school teachers selected through stratified random sampling from Guntur District, Andhra Pradesh. Data were collected using a self-developed Digital Pedagogical Competence Scale comprising 71 items. The reliability of the instrument was established through Cronbach’s alpha (0.89) and test–retest (0.79) methods. Descriptive statistics such as Mean and Standard Deviation were used to assess the level of digital pedagogical competence, while the independent samples t-test was employed to examine differences based on locality. The findings revealed that secondary school teachers possessed a relatively high level of digital pedagogical competence, with a mean percentage score of 75.14%. The majority of teachers (66.0%) were found to have a moderate level of competence, while 16.5% and 17.5% exhibited high and low levels of competence, respectively. The study further revealed a significant difference in digital pedagogical competence between urban and rural teachers, with urban teachers demonstrating higher competence than rural teachers. The findings underscore the importance of continuous professional development and equitable access to digital resources for enhancing teachers’ digital pedagogical competence and promoting effective technology integration in secondary education.
Keywords Digital Pedagogical Competence, Secondary School Teachers, Digital Technology Integration, Locality, Professional Development.
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-06-12
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.81225
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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