An investigation of teachers’ digital competencies in terms of various variables and the needs of these competencies

Abstract

This study aims to examine the digital competencies of teachers in terms of various variables and to determine the needs for these competencies. The convergent parallel design, one of the mixed research methods in which quantitative and qualitative paradigms are used together, was used in this study. A total of 158 teachers working in public schools from a province located in Black Sea region participated. Data were collected by using “Digital Competency Scale for Educators” and “Requirements Form for Educators’ Digital Competencies”. The quantitative data obtained were analyzed using the independent samples t-test and one-way ANOVA test in the SPSS 23.0 package program. Descriptive analysis was used to analyse qualitative data. The results showed that there are significant difference in the digital competence of the teachers in terms of the variables of gender, seniority, department, daily internet usage time, and Web 2.0 tools usage. Hovewer, there is no significant difference in terms of educational status variable. In the qualitative dimension of this study, teachers mainly stated that they have operational and practical lacks regarding their digital needs and they are inadequate in using software and programs. The study also includes educational implications and suggestions for future studies.