The role of Digital Literacy and Core Competencies of teachers on their Job Performance

Document Type : Original Article


1 MA., Training and Human Resources Development, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

2 Associate Professor, educational administration, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran


Aim: The purpose of this study was to investigate the role of digital literacy and the core competencies of teachers on their job performance.
Methodology: The research method is descriptive and correlational. The statistical population includes all High school teachers in the 1st, 2nd, and 3rd districts of Tabriz in the academic year of 2016-2017, which number was 530. The sample size was 257 according to the statistical population and based on Morgan sample size determination table. Data were collected through questionnaires of Tohidi Asl Digital Literacy (2012), Heidari، Faraj Pahloo، Asareh and Garaie Core competencies (2013), and Paterson's (2000) Job performance. The validity and reliability of these questionnaires were confirmed using factor analysis and Cronbach's alpha coefficient.
Findings: The results showed that digital literacy has a direct, positive, and significant effect on job performance (0.51) and Core competency (0.15); also, the effect of Core Competency on job performance (0.25) was confirmed.
Conclusion: We can conclude that any increase in digital literacy will enhance the teacher`s core competencies and, as a result, increasing the core competencies of teachers will improve their job performance and digital literacy.


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