Teachers’ Profiles according to Self-Perceived Digital Competence and Use of Technology

Even when the educational use of digital technology has increased considerably in recent years, there is still a need to achieve a greater methodological transformation, which requires further teacher training in digital competence. The aim of this study is to analyse self-perceived teacher digital competence and the educational use of digital technology among 1399 preschool, primary, and secondary teachers in Spain, considering their profiles according to these variables. To do so, a quantitative research approach, with a non-experimental survey design was conducted. Using descriptive statistics and cluster analysis, four teacher profiles were identified based on competence levels and technology use. Overall, teachers rated their digital competence as medium-expert and reported a more frequent use of technology for planning than for implementing classroom activities. Cluster analysis yielded four teacher profiles, which varied according to school level, gender, age, and teaching experience, revealing different gaps and needs across the groups. These findings offer a comprehensive view of the teachers’ digital skills, informing specific training approaches to support the integration of digital tools in education and to drive methodological transformation.