Digital Competency Skills among Secondary School Teachers Working in Tribal Areas in Relation to Demographic Variables, Odisha, India

Abstract

This study investigates the digital competency skills of secondary school teachers in the tribal regions of Western Odisha. It aims to assess overall digital proficiency and examine differences based on gender, caste category, marital status, and teaching experience. The study employed a quantitative, descriptive survey design to acknowledge the vital role of digital proficiency and job satisfaction in enhancing educational outcomes. The sample comprised 459 secondary school teachers, selected from 50 randomly chosen schools located in tribal areas across Western Odisha. Efforts were made to ensure a representative distribution across gender, caste category, marital status and teaching experience. Data were collected using the standardized Teachers’ Digital Competency Scale (TDCS) by Ergul & Tasar (2023), which measures skills across three domains: sharing and communication, socio-cultural engagement, and professional engagement, using a 5-point scale.  The findings revealed significant variations in digital competency based on demographic factors. Male, unmarried, and less experienced teachers demonstrated notably higher levels of digital proficiency. Younger teachers, in particular, exhibited stronger digital skills, suggesting a greater familiarity with technology. Among caste groups, Scheduled Tribe (ST) teachers reported the highest digital competency scores, although the differences across caste categories were not statistically significant. These findings emphasize the importance of integrating digital literacy and technological support into teacher training programs, particularly for female and senior educators, who were found to have comparatively lower digital skills. The study concludes  by emphasizing the need to enhance digital competencies to boost teacher performance and student learning outcomes in tribal areas. It recommends targeted professional development, mentorship initiatives, and supportive policy measures to empower educators in these underserved regions.