Unpacking Elementary Teachers’ Digital Transformation Competence: A Profile Analysis and the Role of School Support

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Ethics in Motion: Identity, Reflexivity, and Teacher Praxis

Abstract

This study explores elementary teachers’ digital transformation competence by identifying six distinct profiles using nationally representative survey data from South Korea. Notably, some teachers demonstrated high levels of digital technology use despite holding skeptical attitudes toward its educational value—revealing a mismatch between behavior and belief. In contrast, the most innovative teachers, those who effectively integrated digital tools with strong pedagogical intent, were consistently supported by rich school-level resources, including principal leadership, professional learning communities, and a positive digital environment. These findings underscore that digital transformation is not driven by access or training alone, but by supportive school cultures that nurture both competence and commitment to innovation.

Authors

• Woo-jeong Shim, Hannam University

• Jeong-a Kim, Korean Educational Development Institute

• Jiyoung Ha, Yonsei University