Gina Coral Tejada Estrada, Miriam Liliana Flores Coronado, Josué Eduardo Torres Cristobal, Mario Rodolfo Sánchez Camargo, Marco Antonio Velasco Taipe, Santiago Saturnino Patricio Aparicio
DOI: https: //doi.org10.59427/rcli/2024/v24cs.2143-2151
The general objective of the study was to determine the influence of digital skills on job performance in a public university. To do so, a methodology with a quantitative, applied, and causal correlational approach was adopted. The population and sample consisted of 45 teachers from a public university in Lima. The results on the “digital skills” of a group of 45 participants reveal that 60% (27 people) feel “totally in agreement” with the effective use of digital tools in teaching. However, 20% (9 people) are “undecided” and another 20% “disagree”, suggesting that, although the majority feel competent, there is a diversity of opinions. On the other hand, in relation to “job performance”, only 22% (10 people) “agree” with their performance in the classroom, while 60% (27 people) are “undecided” and 18% (8 people) “totally disagree”, which reveals considerable uncertainty in their self-assessment. In conclusion, it can be stated that digital competences exert a significant influence on the job performance of teachers in a public university. This is evidenced both by the high levels of self-assessment in the use of digital tools and by the statistical correlation between these competences and the effectiveness of educational practice.
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