Exploring Self-Efficacy and Digital Competence among Junior High School Teachers

Abstract

The role of digital technology and artificial intelligence is constantly growing and increasingly shapes teaching. This study determined the self-efficacy and digital competence of junior high school teachers in El Salvador City in SY 2026 - 2027. Specifically, it aimed to describe the respondents’ characteristics; find out how the respondents assess their self-efficacy; examine the significant influence of the respondents’ self-efficacy on their level of digital competence; and test how the respondents’ characteristics moderate the relationship between the self-efficacy and digital competence. A descriptive-correlational design, complete enumeration of 163 teachers, and a three-part patterned and modified questionnaire were used in the study. Cronbach’s alpha of 0.96-0.98 indicated strong reliability. Frequency, percentage, mean, standard deviation, Spearman correlation, and regression were employed for data analysis. The findings revealed that most of the respondents were aged 26–35, female, early-career, pursuing master’s units, and regionally trained. Respondents demonstrated very high self-efficacy overall, with teaching obtaining the highest mean. Digital competence was also highly competent, with content recording the highest mean. Among the respondent characteristics, only age significantly moderated the relationship between self-efficacy and digital competence, reflecting generational technology rather than credentials or experience. This study concludes that digital competence in a teaching workforce is fundamentally a matter of teacher’s confidence with teaching and content emerging as mutually reinforcing strengths grounded in subject-matter judgment. The study recommends career-appropriate support for underrepresented teacher groups, scenario-based training for problem-solving, hands-on practice with technology, and age-responsive program for teachers.