High School English Teachers' Perceptions of Digital Competence in Teaching

Abstract

This study examines high school teachers' perception of digital competence in teaching English, focusing on its relationship with selected demographic and professional variables such as gender, locality, types of school and classes handling. Using a normative survey method, data was collected from 823 high school teachers across 77 schools in Salem district, Tamil Nadu. The findings indicate that most teachers demonstrate a moderate level of digital competence, with variations across key dimensions, including information processing, communication and collaboration, digital content creation, security, and troubleshooting. While some educators effectively integrate technology into their teaching, others face challenges, emphasizing the need for continuous professional development and digital training programs. The study highlights the role of educational institutions and policymakers in promoting digital literacy, resource allocation, and the adoption of innovative teaching methodologies. Enhancing digital competence is essential for effective technology integration and fostering engaging, student-centered learning experiences in English education.