Digital competencies of teachers

The purpose of this research is to reveal the digital competency profiles of teachers by examining teachers' digital competencies in terms of different variables. In this context, the cross-sectional survey method, one of the quantitative research methods, was used. 695 teachers working in Amasya province participated in the research in the 2020-2021 academic year. Within the scope of the research, the Teacher Digital Competence Scale was developed in order to determine the digital competencies of teachers. The validity and reliability of which was proven in the study and Dig.Comp. 2.1. The scale, which was prepared taking into account the framework, consists of 46 items under 6 factors and explains 71,967% of the total variance. The Cronbach's alpha internal consistency reliability value for the entire scale was determined as 0.975. The factors included in this developed scale include teachers' competencies in (1) security, (2) data literacy, (3) problem solving, (4) digital content production, (5) communication and cooperation, and (6) ethics. With the developed Teacher Digital Competence Scale, teachers' digital competencies were examined in terms of different variables. According to the results of the research, when the digital competencies of the teachers were examined in terms of gender, it was observed that the digital competency scores of male teachers were higher than female teachers. According to the age range of the teachers, it has been determined that the teachers in the age range of 21-40, called the Y generation, have more digital proficiency points compared to the teachers in the older ages. While it was determined that Information Technologies teachers had higher digital competencies than teachers working in other branches, when the type of school the teachers worked in was examined, it was determined that the digital competency levels of teachers working in secondary schools were higher. It has been determined that teachers who spend more time on the Internet have higher digital competencies. It was observed that the digital proficiency scores of the teachers increased as their foreign language knowledge and grammar levels increased. In general, when the results of the whole scale were evaluated, it was determined that the digital competencies of the teachers were moderate. In this situation, it is thought that although teachers have medium-level competencies in digital sense, their digital competencies are lacking and they should be developed in this context. According to the results of the study, suggestions were made to the literature.