ENHANCEMENT OF TEACHERS' DIGITAL LITERACY IN THE TRANSFORMATION OF EDUCATIONAL MANAGEMENT OF MINGDE SENIOR HIGH SCHOOL IN KAILI CITY

Abstract

This study examines the current state of digital literacy among teachers at Mingde High School in Kaili City, Guizhou Province, China, and its influencing factors, against the backdrop of educational management transformation. Employing a mixed-methods design combining quantitative questionnaires and qualitative in-depth interviews, data were collected from 310 teachers and administrators across three comparable high schools. The study focuses on five core dimensions: Digital Basic skills, Digital teaching integration ability, Digital educational management ability, Digital development attitudes and willingness, and Support conditions and development needs. The research findings reveal a structural characteristic: while teachers' overall digital literacy remains at a moderate level, it exhibits significant differentiation — high attitudes, moderate capabilities, and low support. Further analysis indicates that personal factors such as gender, age, and years of teaching experience significantly influence the development of teachers' digital literacy, with middle-aged teachers aged 36-45 facing particularly pronounced challenges. Based on a theoretical framework driven by management transformation — capability development response — mechanism optimization feedback, this study proposes targeted improvement strategies from a management reform perspective.