Levels of Digital Literacy and Teaching Performance among Early Childhood Education Teachers: An Input for Enhancement Program
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Abstract
Background and Aim: Digital literacy (DL) is a core 21st-century competency for Early Childhood Education (ECE) teachers, essential for fostering foundational skills in young learners and ensuring effective instructional quality in a digital world. A significant gap currently exists in the consistent pedagogical integration of digital tools, often due to insufficient specialized training, limited institutional support, and a lack of knowledge regarding developmentally appropriate technology use. This study investigated ECE teachers' levels of digital literacy and determined their predictive relationship with their measured teaching performance, encompassing functional skills, critical thinking, and ethical digital practice.
Materials and Methods: A quantitative descriptive-correlational design was employed, using validated instruments (specifically a Digital Literacy Scale and a Classroom Observation Tool) administered to a sample of 30 early-grade educators.
Results: Participants demonstrated high levels of digital literacy, which was confirmed as a significant positive predictor of high teaching performance (Spearman’s rho = 0.589, p < 0.001). Professional engagement also emerged as a critical driver and strong predictor.
Conclusion: The study implies that educational institutions must develop supportive policies and continuous professional development programs that strategically combine digital skills training with initiatives to foster sustained professional engagement, thereby elevating the overall quality of ECE technology integration and teacher effectiveness.
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