Assessing and Enhancing Digital Literacy Among Primary and Secondary School Teachers in China: An Importance-Performance Analysis

[Purpose] This study aims to systematically assess the digital literacy of primary and secondary school teachers in China, identify their strengths and areas for improvement, and explore effective strategies for improvement. [Methods] For data collection, the study developed a digital literacy questionnaire for teachers and conducted a survey of 847 public teachers in northern China. The t-test, ANOVA, and IPA were utilized for the data analysis. [Results] The results indicate that teachers generally place a high value on various dimensions of digital literacy, yet significant room for improvement remains in their actual performance. The digital awareness dimension had the highest importance score, but there were notable deficiencies in the performance of the digital application dimension. Further analysis revealed significant differences in digital literacy performance among teachers at different school levels. Moreover, digital training hours significantly influenced several dimensions of digital literacy, whereas teaching experience had no notable effect. [Conclusion] These findings suggest the need to develop targeted digital literacy training programs tailored to teachers at different school levels. In addition, establishing a long-term feedback mechanism is essential to enhance overall teaching effectiveness and to support the ongoing digital transformation in the education sector.