Digital Literacy and Digital Competence Among Senior High School Teachers

The main objective of the study was to describe the level of digital literacy in terms of understanding digital practices, finding information, using information, and creating information; find out the level of teachers’ digital competence in terms of professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners and correlate the significant relationship between the teacher’s digital literacy and digital competence. The respondents of the study were the 120 senior high school teachers in Valencia National High School, Division of Valencia City, during the school year 2024-2025. Random sampling was employed to determine the teachers at Valencia National High School. The instrument of the study was adapted from the Self-Assessment Tool of the European Digital Competence Framework for Educators (DigComEdu) of Dr. Christine Redecker. Descriptive analysis measures the level of digital literacy in terms of understanding digital practices, finding information, using information, and creating information, which strongly suggests a very high level of digital literacy among the teachers. It is essential to note the level of teachers’ digital competence in terms of professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners, which strongly agrees, that is, very high level on the level of digital competence among the teachers. Correlation results demonstrate a significant positive relationship between teachers’ digital literacy and digital competence, confirming that improved digital literacy generally leads to enhanced digital competence. The variables include understanding digital practices, finding information, and creating information.