EXPLORING THE ROLE OF TEACHERS’ SELF-EFFICACY AND SOCIAL SKILLS IN PREDICTING DIGITAL COMPETENCE IN HIGHER EDUCATION

Abstract

Aim: The objective of this study was to examined how higher-education teachers’ self-efficacy and social skills predict digital competence.

Methodology: Quantitative, cross-sectional survey research design among 300 public and government teaching professionals was employed. Data were collected using an online systematic questionnaire which included validated instruments: “the Teachers' Digital Competence Scale (TDiCs), General Self-Efficacy Scale (GSE), and the Social Skills Scale (SSS)”. Analysis was conducted using SPSS version 26, using descriptive statistics, Pearson correlation, ANOVA, and multiple linear regression to assess associations and predictive capacity of the identified variables.

Result: Teachers reported high digital competence, moderate self-efficacy, and lower social skills. Self-efficacy significantly predicted digital competence (p< .001), followed by social skills (p< .001), with both accounting for 52% of the variance. A significant moderation effect (p = .006) showed that self-efficacy amplified the influence of social skills. ANOVA showed teaching experience significantly affected digital competence (p = .007), while age (p = .051) and gender (p = .312) were not significant.

Conclusion: The research depth concluded that two of the factors most determining teachers’ digital competence in higher education are self-efficacy and social skills, with self-efficacy being the strongest predictive variable.