William Moisés Cruzado Pérez, Gina Coral Tejada Estrada, Miriam Liliana Flores Coronado, Josué Eduardo Torres Cristóbal, Mario Rodolfo Sánchez Camargo
DOI: https: //doi.org/10.59427/rcli/2024/v24cs.2227-2240
To establish the relationship between digital skills and job performance at a private university. The approach is quantitative, applied, correlational level and non-experimental design, the population and sample were made up of 55 teachers from a private university in Lima (census sampling). Regarding the digital skills variable, 35% of the participants “totally disagreed” with the statements, 22% “disagreed”, 6% “undecided” and 38% “totally agreed”, indicating a divided perception regarding digital competence in the educational field. Regarding job performance, 27.3% “totally disagreed”, 21.8% “disagreed”, 9.1% “undecided”, 9.1% “agreed” and 32.7% “totally agreed”, reflecting diverse perceptions about clarity, planning and effectiveness in teaching. Likewise, the Spearman correlation coefficient is 0.798, indicating a strong positive correlation between both variables. This value is significant at the 0.01 level, which allows us to reject the null hypothesis (Ho) and accept the alternative hypothesis (Ha), confirming that there is a positive relationship between digital skills and job performance in the context studied. The research concludes that there is a significant positive correlation between digital skills and job performance in a private university, suggesting that improving teachers’ digital skills enhances their effectiveness and fosters an innovative educational environment.
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