Investigating the Role of Digital Agility in Predicting Teachers' Professional Commitment: A Correlational Study

Abstract

The purpose of the present study was to investigate the role of digital agility in predicting teachers' professional commitment. The research method was applied in terms of purpose and descriptive-correlational in terms of nature. The statistical population included all teachers in the Serishabad region during the 2024-2025 academic year. Using Cochran's formula, a sample size of 120 individuals was selected via simple random sampling. To collect data, the "Professional Commitment" (Allen & Meyer, 1990) and "Digital Agility" (Pulsford et al., 2018) questionnaires were employed. The validity and reliability of the instruments were confirmed. Data were analyzed using SPSS software through descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient and linear regression). The findings indicated a positive and significant relationship between digital agility and teachers' professional commitment. Furthermore, the results of the regression analysis demonstrated that digital agility, with a determination coefficient of 0.33, has the ability to significantly predict teachers' professional commitment. Based on this, it can be concluded that enhancing teachers' digital skills and flexibility can help increase their commitment and loyalty to the teaching profession and serve as a basis for planning to improve the quality of education.