Impact of Social Skills and Self-Efficacy on Teachers’ Digital Competence in LMS-Based Online Learning Among Higher Education Teachers

Digital Competence, Social Skills, Self-Efficacy, LMS-Based Online Learning, Teachers, Educational Technology

Background: The rapid growth of digital technology and Learning Management Systems (LMS) has significantly transformed the field of online education and increased the importance of teachers’ digital competence. In LMS-based teaching environments, social skills and self-efficacy are considered important factors that influence teachers’ effectiveness in delivering online instruction and managing virtual learning activities.

Aim: The present study aimed to examine the impact of social skills and self-efficacy on teachers’ digital competence in LMS-based online learning environments.

Methodology: A quantitative descriptive along with correlational type design was used for this study. The information was gathered from 300 teachers who are engaged in LMS based online teaching, using a structured questionnaire, made up of scales for Digital Competence and Social Skills and Self-Efficacy. For the statistical work we relied on SPSS, so descriptive statistics were done, along with Pearson correlation and then multiple regression analysis.

Results: The findings revealed moderate to high levels of digital competence, social skills, and self-efficacy among teachers. Significant positive relationships were found between social skills and digital competence (r = 0.682, p < 0.01) and between self-efficacy and digital competence (r = 0.745, p < 0.01). Regression analysis showed that social skills and self-efficacy significantly predicted teachers’ digital competence, with self-efficacy emerging as the strongest predictor.

Conclusion: The study concluded that social skills and self-efficacy significantly enhance teachers’ digital competence in LMS-based online learning environments.