GUIDELINES FOR MANAGEMENT OF TEACHERS’ DIGITAL COMPETENCY DEVELOPMENT AT HIGH SCHOOL AFFILIATED TO GUANGXI TALENT INTERNATIONAL SCHOOL

Abstract

This study investigates the management of teachers’ digital competency development at the High School Affiliated to Guangxi Talent International School. A mixed research method was employed, combining quantitative questionnaire data collected from 80 teachers and qualitative semi-structured interviews with five key informants. The study examines four dimensions of management: Digital Competency Development Planning, Digital Resource Organization, Digital Teaching Leadership, and Digital Competency Evaluation. The findings reveal that the overall level of management of teachers’ digital competency development is high (M = 3.57, SD = 0.51). Among the four dimensions, Digital Competency Evaluation achieved the highest mean score (M = 3.60), while Digital Competency Development Planning showed the lowest mean score (M = 3.54). The results indicate that the school has established a relatively supportive environment for teachers’ digital competency development, particularly in evaluation and resource support. However, improvements are still needed in planning precision, leadership feedback, and the alignment of digital resources with instructional needs. The study provides practical implications for enhancing the management of teachers’ digital competency development in secondary schools undergoing educational digital transformation.