THE RELATIONSHIP BETWEEN DIGITAL LITERACY AND TEACHING EFFICACY AMONG ART TEACHERS IN X HIGH SCHOOL, JIANGSU PROVINCE, CHINA
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This study: 1) examined the levels of digital literacy and teaching efficacy among art teachers at X High School in Jiangsu Province, China, 2) tested differences across demographic and professional groups, and 3) investigated the association between the two constructs. A quantitative cross-sectional survey was conducted with 226 full-time art teachers selected through convenience sampling. Digital literacy was measured using 20 items across five dimensions, while teaching efficacy was assessed
using 16 items covering four dimensions. Data were analyzed in IBM SPSS Statistics 26 using descriptive statistics, independent-samples t tests, one-way analysis of variance, and Pearson correlation analysis.
The findings: 1) the teachers reported a moderate level of digital literacy (M = 3.33, SD = 0.69) and a relatively high level of teaching efficacy (M = 3.52, SD = 0.67). Digital technology knowledge and skills was the strongest digital-literacy dimension, whereas digital application was the weakest. Classroom management received the highest teaching-efficacy rating, while teacher–student interaction in artistic practice received the lowest. 2) There are significant differences in both constructs were reported across gender, teaching experience, professional title, and art discipline. 3) Digital literacy was strongly and positively associated with teaching efficacy (r =.809, p < .01). These findings indicate that teachers’ digital capabilities are closely related to their perceived effectiveness in art instruction. Professional development should therefore move beyond basic technical training and emphasize discipline-specific digital application, interactive artistic practice, and sustained pedagogical support.
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