DIGITAL LITERACY OF A TEACHER AS A FACTOR OF PEDAGOGICAL PERFORMANCE: FROM THEORY TO A DEVELOPMENT MODEL

In the context of rapid digitalization of the educational environment, the concept of digital literacy of a teacher acquires not only methodological, but also strategic significance. A modern teacher is not just a transmitter of knowledge, but a curator of the digital experience of students, an intermediary between technologies and meanings formed in the educational process. However, in practice, high saturation with digital resources does not always lead to an increase in pedagogical effectiveness. A paradox arises: having access to digital tools does not guarantee their effective didactic use. The article is devoted to the analysis of digital literacy as a key factor in pedagogical effectiveness. The authors , relying on the experience of implementing digital solutions in schools and universities, propose a theoretically substantiated and practically tested model for developing digital literacy in teachers. The study reveals the components of digital competence, determines the mechanisms of their influence on academic success, engagement and development of meta-skills of students. The proposed model for the development of digital literacy is based on the principles of adaptive learning, personalization of professional growth and pedagogical reflection. Particular attention is paid to the role of digital mentoring, microlearning and self-diagnostic tools in the formation of sustainable digital practices. The model is integrated into existing processes of advanced training and can be scaled both at the level of an individual educational institution and within the framework of state policy in the field of digital transformation of education. Thus, digital literacy is viewed not as an isolated skill, but as a holistic pedagogical resource capable of radically transforming the quality of education and improving the effectiveness of teachers in the digital age.