Digital Competence and Job Performance in University Teachers in the Public Sector

Abstract

Purpose: The objective of the study is to describe and evaluate the association of digital competence and job performance in public sector university teachers located in Lima, Peru. Theoretical framework: Being the digital competence necessary to improve the performance of teachers and increase their labor remuneration (Martín-Cuadrado et al., 2021). Design/Methodology/Approach: The same that has been possible to verify; thanks to the cross-sectional design and correlational descriptive level. In a sample of 184 university professors; who decided to participate freely and voluntarily to answer the questionnaires. Findings: The results show that the digital competence of teachers is at the advanced level at 45.7%, followed by the intermediate level with 38.9% and low at 15.5%. And in terms of work performance, the average level comes out with 36.2%, high 32.9% and low 13.3%. And by associating digital competence and job performance; it is found that the correlation value is (Rho = .290, p<.001); which expresses being of low magnitude and positive direction. Existing a nexus of positive and significant direction between both. Research, practical & social implications: Evidencing that the development of digital skills is associated with the job performance of university teachers in the public sector according to their praxis and academic work. That is, the optimization of the work performance of university teachers improves to the extent that they develop their digital skills, favoring teaching, the use of active strategies; problem solving and timely information management using digital media. Originality/Value: Because digital competence acts as a conditioning element for job performance in the exercise of university teaching.