Digital skills and educational management of teachers in a Educational Institution, Lima – Peru

Abstract

In the context of the digital transformation we are experiencing, which has created new challenges in the field of education, teachers are required to develop and strengthen their digital skills to optimize pedagogical processes and institutional management. Given this context, the present research aimed to determine the relationship between digital skills and educational management among teachers at a public educational institution in Lima, Peru. The study was conducted using a quantitative approach, with a non-experimental, cross-sectional, and correlational design. The sample consisted of 60 teachers selected through non-probability sampling. Data was collected using two structured questionnaires, each with 28 items, which demonstrated high levels of reliability (alpha = 0.966 for digital skills and alpha = 0.954 for educational management). The results showed a moderate and statistically significant positive correlation between digital skills and educational management (r = 0.481; p = 0.000). Furthermore, a strong positive correlation was found between digital skills and pedagogical management (r=0.759; p=0.000), as well as significant positive correlations with administrative management (r=0.314; p=0.015) and community management (r=0.334; p=0.009). In conclusion, strengthening teachers' digital skills is significantly associated with more efficient educational management and promotes the transformation of institutional processes.