This study analyzes the self-perception of digital teaching competence (DTC) among primary education teachers in Andalusia, using an instrument based on the European DigCompEdu framework. Data were collected through a self-administered online questionnaire applied to a sample of 416 primary education teachers working in Andalusia. The study employed a mixed-methods design, combining quantitative analyses (descriptive, correlational, and comparative) with qualitative analysis of open-ended responses. Employing a mixed-methods approach, the research assesses teachers’ competence levels and examines differences according to professional experience, school ownership, teaching specialization, and territorial distribution. Results indicate that most teachers perceive themselves at intermediate levels of digital competence, with limited presence of advanced profiles. No statistically significant differences were found across professional or institutional variables, although descriptive trends emerge related to specialization, educational stage, and province. Personal factors—particularly professional confidence, beliefs regarding the usefulness of technology, and intrinsic motivation—emerge as the main facilitators of competence development, whereas time constraints, institutional support, and access to resources are identified as persistent barriers. The findings highlight the need to design personalized, sustained, and context-sensitive training strategies that address both personal and organizational dimensions to foster advanced pedagogical integration of digital technologies in the classroom.
Ábalos-Aguilera et al. (Mon,) studied this question.