Digital Competence Skills and Teacher Satisfaction

About Book

The twenty-first century has seen big changes in digital technology, which have greatly changed how education is taught and learned. Digital tools have changed the role of teachers from just giving information to helping students, coming up with new ideas, working together, and learning all their lives. In this fast-changing world of education, being able to use digital technology well is now a key skill for teachers. At the same time, the quality of education is linked to how happy, motivated, and committed teachers are in their jobs. This book, Digital Competence Skills and Job Satisfaction among Secondary School Teachers Working in Tribal Areas of Western Odisha, comes from my doctoral research. It tries to understand two important parts of a teacher's life—digital competence and job satisfaction—in a specific and important educational setting. The tribal areas of Western Odisha have their own unique geography, society, culture, and education system. Teachers in these areas often face problems like not enough tech tools, poor internet, a lack of digital resources, and being far from cities. These challenges make it important to study how well teachers use digital tools and how satisfied they are with their jobs. The main goal of this study is to look at how much digital skill and job satisfaction teachers have in these areas and to find out how these two things are connected. It also looks at differences in these areas based on factors like gender, where they live, how long they've been teaching, their marital status, and their social background. By using a detailed quantitative study of teachers from selected schools, this research gives real evidence about the tech skills and teaching experiences of teachers in this important but less studied region. One thing this study found is that there is a strong and positive link between digital competence and job satisfaction. This means that helping teachers learn more about technology can not only improve how they teach but also make them more confident, engaged, and satisfied. The study also shows the need for ongoing training, better tech tools, coaching, learning from others, and support from schools. Even though this book comes from academic research, its purpose goes beyond just completing a degree. I hope it will be useful for teachers, teacher trainers, researchers, students, school leaders, and government officials. The ideas in this book can help create better ways to support teacher training in tribal and remote areas. I believe education can't just improve because of technology alone. Real change needs teachers who are skilled, confident, motivated, and happy in their jobs. They should be able to use technology in ways that help their students and meet the needs of their classrooms. I want to thank my research supervisor, teachers, friends, the teachers who took part in this study, and everyone else who helped me during this research. Their support and guidance made this project possible. I hope this book can help in the ongoing conversation about digital education, teacher development, and fair education for all. I also hope it inspires more research and actions to improve the teaching and learning experience in tribal and less supported areas.