Digital competencies of teachers in remote education process

The purpose of this study is to investigate and compare the digital competencies of high school teachers working in public and private schools in the Kayapınar, Bağlar, and Sur districts of Diyarbakır Province from different variables, and to reveal the digital competency status of the teachers. In this context, 213 teachers working at the high school level in the central districts of Diyarbakır Province, specifically Kayapınar, Bağlar, and Sur districts, during the 2022-2023 academic year were included in the study. In this quantitative research, data were obtained using the "Teacher Digital Competence Scale," which was previously developed in a master's thesis. The scale consists of 46 items across six dimensions (problem-solving, ethics, data literacy, communication and collaboration, security, digital content creation) and accounts for 71.967% of the total variance. Data were analyzed using the SPSS-22 program. To determine the direction and strength of the relationship between the obtained data, Pearson correlation analysis was applied. The research found that teachers' digital competence was at a moderate level. When examining teachers' digital competence based on the type of school, it was found that teachers working in private high schools had significantly higher scores in communication and collaboration compared to those working in public high schools. According to the gender variable, female teachers had significantly higher digital competence scores compared to male teachers. Based on marital status, single teachers had significantly higher scores than married teachers in problem-solving, communication and collaboration, and digital content creation. When examining the age variable, younger teachers had significantly higher scores in digital content creation and total scale scores compared to older teachers. According to the professional seniority variable, newly inducted teachers were more effective in problem-solving and communication and collaboration compared to experienced teachers. No relationship was found between teachers' educational level and the duration they spent at their institution and their level of digital competence.