DIGITAL Competence as Influenced by Professional Learning Community and Professional Development at Higher EDUCATION

Abstract

This study determined the influence of the professional learning community and professional development on the digital competence of teachers in the tertiary level. This study employed a quantitative research method using the descriptive correlational design. A random sampling technique was used to determine the respondents from among the tertiary teachers population. Through random sampling the sample size was determined using the online Raosoft calculator. Adapted questionnaires were used to obtain information from the respondents. Mean, standard deviation, Pearson-r, and multiple regression analysis were used for the data analysis. The findings revealed the level of the professional learning community was high, the professional learning community and digital competence were very high. Based on the correlation analysis conducted on the empirical data gathered, there was a significant relationship of professional learning community and professional development to the digital competence among tertiary teachers. However, there was no significant influence between the professional learning community and digital competence among tertiary teachers. Furthermore, professional development significantly influences digital competence among tertiary teachers.