The relationship between digital competence and individual and contextual factors: a Study of teachers of Sanandaj

This study was conducted to investigate the relationship between digital competence of teachers in Sanandaj and individual and contextual factors.

The present study is correlational and has been done by survey method. The statistical population of this study includes teachers in Sanandaj is equal to 5985 and the sample size in this research is estimated to be 342, the sampling method is available in this research. The data analysis tools of this research.

The findings showed that there is a positive and significant relationship between teachers 'digital competence and individual factors, so that the more the teachers' digital competence increases, the better their individual factors will be and vice versa. There is a positive and significant relationship between teachers 'digital competencies and underlying factors, so that the more teachers' digital competencies increase, the better their underlying factors will be, and vice versa. Digital competence (digital literacy (skills, concepts, approaches, attitudes, etc.), digital use (professional / disciplinary applications), digital transmission (innovation / creativity)), individual factors (professional interaction, selection, training and learning), Underlying factors (assessment, empowerment of learners, facilitating learners' learning) are in a good condition among in-service teachers and have been reported above average.

Conclosion:

 Because digital literacy is as simple as ICT skills, such as the ability to read, write, and calculate, and more advanced skills, it can enable the creative and critical use of digital tools and media. Accordingly, the elements of technical skills, such as literacy and instrumental skills, form the basis, so the rapid development of the competency-based approach and its application in staff development programs, more than anything else, is due to the many benefits and advantages in this The approach lies.