The Role of Teachers in Digital Self-Efficacy

This purpose of the study was to determine which domains of teacher’s role significantly influence the digital self-efficacy of teachers. A total of 82 teachers in Binugao District, Davao City Division were identified through Tabachnick and Fidell formula. The study utilized a descriptive-correlation design. An adapted survey questionnaires were utilized which centered on teacher’s role in digital self-efficacy and digital self-efficacy of teachers. Mean, Pearson r, and regression analysis were used as statistical tools of the study. Results revealed on the level of teacher’s role in digital self-efficacy in terms of knowledge, skills, relationship of students, and teacher’s experience was high. Moreover, on the level of digital self-efficacy of teachers in terms of information and data literacy, communication and collaboration, safety, and problem-solving. Clearly, the findings inferred a strong significant relationship between teacher’s role and the digital self-efficacy of teachers. Based on the result of the analysis, all of the domains of the teacher’s role significantly influenced the digital self-efficacy of teachers. Thus, this study suggests that teachers should actively seek professional development opportunities that strengthen their technological, pedagogical, and content knowledge. By reflecting on their teaching experiences and student interactions, they can further enhance their confidence in using digital tools effectively, as supported by the TPACK framework.