MODERATING Effect of Demographic Factors on the Relationship between Digital Learning Identity and Digital Competence of Private Senior High School TEACHERS

Abstract

Studies have highlighted shortcomings of teachers who still lack the necessary skills, confidence, and resources to fully integrate digital technologies into their teaching practices. Thus, this study investigated the moderating effects of demographic factors, such as age and sex, on the relationship between digital learning identity and digital competence in private senior high schools in Davao City. Using a quantitative research design, specifically a descriptive correlational research design, stratified and simple random sampling were used to select the respondents in the study. Data utilized in this study were gathered through adapted and validated questionnaires. The study used statistical tools such as mean, standard deviation, Pearson product-moment correlation coefficient, and multiple regression analysis. Results revealed a balance between female and male respondents. Likewise, the levels of digital learning identity and digital competence were rated high. More so, there was a strong positive correlation between digital learning identity and digital competence. However, sex and age do not moderate the relationship between digital learning identity and digital competence.