Digital Competence and Perceived Teaching Effectiveness among B.Ed. Trainees: A Descriptive-Correlational Study

Abstract

Digital competence has become an essential dimension of contemporary teacher preparation because meaningful technology use requires more than operational familiarity with digital devices. This study examined the digital competence and perceived teaching effectiveness of B.Ed. trainees and investigated the relationship between the two constructs as well as selected group differences. A quantitative descriptive-correlational survey design with comparative components was employed with 150 second-year B.Ed. trainees from three teacher-education institutions in and around Jhumri Telaiya, Koderma, Jharkhand. Data were collected through a study-specific 40-item, five-point Likert questionnaire comprising 20 Digital Competence items and 20 Perceived Teaching Effectiveness items, together with selected background variables. Internal consistency was strong for both scales (Cronbach’s α = .933 and .884, respectively). The overall mean for Digital Competence was 3.71 (SD = 0.48), while the mean for Perceived Teaching Effectiveness was 3.54 (SD = 0.37). Pearson’s correlation showed a statistically significant positive association, r(148) = .240, p = .003, although the magnitude was modest. Digital Competence differed significantly by gender, prior ICT training, and daily digital-use duration. Perceived Teaching Effectiveness did not differ significantly by gender, residence, daily digital-use duration, or participating institution, but it differed significantly by prior ICT training. The findings suggest that teacher-education programmes should move beyond access-oriented ICT exposure toward sustained, practice-based digital pedagogy, assessment literacy, digital safety, reflective use and guided teaching practice. Because the study is cross-sectional and self-reported, the findings indicate association rather than causation.