The Role of Demographic Variables in Secondary School Teachers' Digital Literacy: The Case of Indonesia

Abstract

School closure during the pandemic requires teachers to integrate digital technology for teaching and learning. Therefore, it is necessary to examine mathematics teachers' digital literacy. The purpose of this study was to examine Indonesian secondary school teachers' digital literacy and investigate if digital literacy levels are significantly different in terms of gender, teaching experience, the level of schools, and teacher level of education. We conducted a quantitative study with a cross-sectional survey design. Data were collected from 232 secondary school teachers and analyzed by ANOVA. This study suggests that, to some extent, demographic variables do not play a significant role in teachers' level of teachers' digital literacy. It was found that, among demographic background variables examined in this study, only teachers' levels of education have a significant role in the level of digital literacy. It indicates that researchers and practitioners should take teachers' education level into account when they design and implement professional development on digital literacy.