Examining the Relationship Between Digital Pedagogy Competence and Work Performance of Educators

This study examined the relationship between digital pedagogy competence and work performance among educators in selected public elementary and secondary schools in the Syrdarya Region and Tashkent City, Uzbekistan. Using a descriptive-correlational design, data were collected from 54 teachers through a validated questionnaire. Results showed that teachers had a high level of digital pedagogy competence (M = 3.93) and a very high level of work performance (M = 4.66). A statistically significant moderate positive relationship was found between digital pedagogy competence and work performance (ρ = 0.569, p < 0.05). Teacher profile variables were not significantly related to either competence or performance. The findings indicate that enhancing digital pedagogy competence may improve teaching effectiveness and overall work performance. A Digital Pedagogy Enhancement Program (DPEP) is recommended to support continuous professional development.