Digital Competence of Teachers in Enhancing Professional Performance: A Phenomenological Study

Abstract

This study explores the role of teachers’ digital competence in enhancing professional performance in secondary education. Employing a qualitative phenomenological approach, data were collected through interviews, observations, and documentation involving teachers and school management personnel. The findings reveal that digital competence significantly contributes to learning effectiveness, innovation in teaching strategies, and administrative efficiency. Teachers with high levels of digital literacy tend to be more adaptive to educational technology and more active in digital-based learning environments. However, challenges such as limited infrastructure, unequal access to training, and varying levels of motivation remain obstacles. The study concludes that continuous development of digital competence and strong institutional support are essential to sustain teacher performance in the digital era.