Abstract
Digital literacy is vital in the 21st century teaching and learning in order to create a meaningful educative process for both teachers and students. Also, it is a necessity to adapt in this fast-changing digital age. This study seeks to determine the level of digital literacy skills that teachers need, as well as the level of digital literacy skills among science teachers in public secondary schools and how these abilities relate to gender, age, experience as a teacher, and educational attainment. This study utilized quantitative descriptive survey design which addressed the purpose of this study. The target respondents were the 50 public high school science teachers in select schools in Iligan City, Lanao del Norte and Misamis Oriental. Complete enumeration was the sampling technique used. An ACDC (Analysis of Common Digital Competences) questionnaire was utilized abilities to measure how respondents perceived their own digital competencies. It was adapted from Sanchez-Cruzado et al. (2021) and was based on the European Commission's (EC) DigiComp framework for citizens' digital competencies. It comprised of five (5) digital skills: Information and information literacy, Communication and collaboration, Creation of digital Content, Security and Problem resolution. The inventory questionnaire consists of 47 Likert-scale items (4 = very high, 3 = high, 2 = low, 1 = very low) consisting of 8 items for Information and information literacy, 7 items for Communication and collaboration, 14 items for Creation of digital Content, 6 items for Security and 12 items for Problem resolution. To test the reliability, Cronbach alpha was administered with the result of 0.94. The results show that the overall Digital literacy level of science teachers in select schools in Iligan city division is “Fair”. Moreover, only age and years of teaching experience are the variables that have a negative correlation to the level of Digital literacy.
