Teacher Digital Literacy and Student Outcomes: A Correlation Study in Secondary Schools
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Teacher Digital Literacy, Student Outcomes, Secondary Education
Abstract
Background. Digital technologies have become integral to secondary education, increasing demands on teachers to possess strong digital literacy. While technology integration is widely promoted, empirical evidence explaining how teacher digital literacy relates to student outcomes remains limited, particularly at the secondary school level where instructional complexity is higher.
Purpose. This study aims to examine the correlation between teacher digital literacy and student outcomes in secondary schools, focusing on academic achievement and learning engagement as key indicators of educational effectiveness.
Method. The study employs a quantitative correlational research design supported by descriptive case analysis. Data were collected from secondary school teachers and students using standardized digital literacy questionnaires, student engagement instruments, and academic records. Statistical analysis was conducted to identify relationships between variables, complemented by classroom-level case observations.
Results. The findings reveal a statistically significant positive correlation between teacher digital literacy and student outcomes. A stronger relationship was found with student learning engagement than with academic achievement. Case study evidence demonstrates that teachers with higher digital literacy implement more interactive and student-centered instructional practices, resulting in higher student participation.
Conclusion. The study concludes that teacher digital literacy plays a crucial role in shaping meaningful learning experiences in secondary education. The novelty of this research lies in highlighting student engagement as a key outcome of teacher digital literacy and in integrating quantitative correlation analysis with contextual classroom evidence to strengthen interpretation.
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