The Impact of secondary school teachers' digital literacy competence on their teaching quality and teacher satisfaction

Abstract

The purpose of the present study is to verify the impact of secondary school teachers' digital literacy competence on their teaching quality and teacher satisfaction. The study conducted descriptive statistics, correlation analysis, two- independent samples t tests, and regression analysis were conducted on 387 middle school teachers by using the SPSS 23 statistics program. The analysis results are as follows. First, there was a significantly positive correlation on the relationship between secondary school teachers' digital literacy competence, teaching quality, and teacher satisfaction. Next, there were significant differences in digital literacy competence, teaching quality, and teacher satisfaction depending on gender. There were significant differences in in digital literacy competence and teaching quality depending on age group. Lastly, secondary school teachers' digital literacy campetence had a significant impact on their teaching quality and teacher satisfaction. Based on these research results, theoretical and practical implications were derived regarding the digital literacy competence of secondary school teachers’ to improve their teaching quality and teacher satisfaction.