Construction of Teacher Digital Competency Evaluation Model and Research on Coping Strategies

This paper focuses on the construction of a teacher digital competency evaluation model and relevant coping strategies. Firstly, it employs the behavioral event method and grounded theory method to construct the model. University teachers from diverse majors are selected as samples and divided into target and control groups. Through in-depth interviews based on a carefully designed interview outline, 33 qualified teachers' experiences are collected. The qualitative analysis tool NVIVO10.0 is used for data processing. After three stages of rooted theory coding, a competency model for college teachers in the digital learning environment is established, consisting of 5 dimensions, 15 main categories and 31 initial conceptual categories. Subsequently, an empirical test is carried out. A reliable questionnaire with 36 competency questions is designed and distributed via the "Questionnaire Star" platform, gathering 268 responses with an effective rate of 91.04%. Sample analysis reveals characteristics such as gender, age, degree, and teaching experience. Model test results across multiple dimensions, including digital teaching concept and motivation, intelligent environment use and construction, teaching organization, and teaching improvement, show that the mean values of all 15 competency factors and 31 factor indicators exceed 3.0, and the difference coefficients are relatively small, verifying the stability of the constructed model, which provides a solid foundation for understanding and enhancing teacher digital competency in the digital age.