Digital competences and directive management in the teaching profession
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As a result of COVID-19, Digital Competencies (DC) and Directive Management (DM) have acquired great relevance in the educational field; for this reason, the objective was to determine the influence of DC and DM on Teaching Performance (TD). The methodology was quantitative, with a causal correlational design, transactional and with a sample of 101 educators. The application of the survey allowed the collection of data that, when statistically processed, yielded a significance value of 0.008 < 0.05 and a Nagelkerke coefficient of 17.8%, which allowed concluding that, DC and DG have a positive and significant influence on DD; as well as in all its dimensions (preparation for learning, teaching for learning, participation in school management articulated to the community and the development of professionalism and teacher identity.
As a result of COVID-19, Digital Competencies (DC) and Directive Management (DM) have acquired great relevance in the educational field; for this reason, the objective was to determine the influence of DC and DM on Teaching Performance (TD). The methodology was quantitative, with a causal correlational design, transactional and with a sample of 101 educators. The application of the survey allowed the collection of data that, when statistically processed, yielded a significance value of 0.008 < 0.05 and a Nagelkerke coefficient of 17.8%, which allowed concluding that, DC and DG have a positive and significant influence on DD; as well as in all its dimensions (preparation for learning, teaching for learning, participation in school management articulated to the community and the development of professionalism and teacher identity.
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