12th Article | Volume 01 | Issue 04

Teachers’ Digital Literacy and Self-Efficacy in Blended Learning       




Jessa A. Garzon, MAEd

Teacher III, Tomas Oppus Pilot School

SDO-Maasin City, Philippines


Julius R. Garzon, EdD

Master Teacher III, Ibarra National High School

SDO-Maasin City, Philippines                                                                  

Published: November 2023

DOI: https://doi.org/10.17613/cmjv-13866.


KEYWORDS

Abstract

This study examines the relationship between technological profile, digital literacy, and self-efficacy among teachers in blended learning. The study utilized the descriptive-correlational design. The participants involved 35 teachers selected via purposive sampling from urban schools in Maasin City implementing printed and online teaching modalities. Standardized tools assessed teachers’ digital technology profile, literacy, and self-efficacy. Significant findings revealed that teachers have easy access to digital technology, are somewhat familiar with technological concepts, often utilize ICT-based technologies, and perceive usage purposes as necessary. Teachers’ digital literacy and self-efficacy are at the average level. Correlation analysis established a significant and strong relationship between the technological profile of teachers and their digital literacy. Digital literacy also significantly and strongly correlated with self-efficacy. This study concluded that the technological profile of teachers influences their digital literacy level. Teachers with high digital literacy skills increase their self-efficacy in technology integration. The blended learning approach constitutes teachers’ digital literacy and self-efficacy as critical players of effectiveness



Keywords: digital literacy, self-efficacy, blended learning, digital technology, correlation 

How to cite:

Garzon, J. & Garzon, J. (2023). Teachers’ Digital Literacy and Self-Efficacy in Blended Learning. International Journal of Multidisciplinary Educational Research and Innovation. 1(4), 162-174. https://doi.org/10.17613/cmjv-13866.

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