Public School Digital Culture and Teachers’ Competence in El Salvador City Division

Digital culture and teachers’ competence is crucial when linked, raising concerns about the effectiveness of digital integration in education. This study was conducted to determine the level of school digital culture and teachers’ digital competence within the Division of El Salvador City for School Year 2024-2025. Specifically, this aimed to describe the respondents’ profile, find the level of school digital culture and teachers’ competence; determine significant relationship between teachers’ perception on school digital culture and their digital competence; and test the significant difference in teachers’ digital competence when grouped according to their profile. Using complete enumeration method, the study involved 423 teachers from 23 schools within the division. The study employed descriptive correlational research design and data were collected using researcher-made; adapted and modified questionnaire. The data were evaluated with descriptive statistics, Pearson Correlation Coefficient (r) and T-tests. The findings revealed that school policies and guidelines was the highest aspect of school digital culture while pedagogical knowledge was identified as the highest in terms of teachers’ digital competence. Significant relationships were found between school digital culture and teachers' digital competence. Teaching experience and highest educational attainment were significant factors influencing digital competence while age and school category did not significantly impact digital competence. Overall, school digital culture was significantly related to teachers’ competence which explained that if the school’s digital culture was high, teachers’ competence was also high. Moreover, there was still a need for continued investment in technological infrastructure and more targeted professional development programs to address gaps in creativity and problem-solving skills.