The relationship between teachers’ digital competence (TDC) and attitudes towards educational innovation among in-service teachers
Abstract
Teachers’ Digital Competence (TDC) is essential for the effective integration of digital technologies in the classroom, and may influence teachers’ willingness to engage in educational innovation. This study aims to analyse the relationship between TDC and attitudes towards educational innovation among in-service teachers in the northernmost region of Chile. A descriptive-correlational quantitative study was conducted with a sample of 244 public school teachers. The CDDINNOVA self-assessment scale was employed, which evaluates TDC and attitudes toward innovation through 60 Likert-type items covering three attitudinal components: knowledge, importance and action. The results indicate that the majority of teachers demonstrate intermediate levels of TDC (68.4%) and a neutral attitude, with a favourable tendency towards innovation (68.8%). A positive and significant correlation was found between the two variables (Rho= .959), suggesting that greater proficiency in TDC is associated with a more favourable attitude towards innovation. The study recommends strengthening teacher training from a skills-based and context-sensitive perspective.
Keywords
teachers’ digital competence, TDC, educational innovation, attitude, in-service teachersReferences
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