Teachers’ Digital Competence and Perceived Teaching Effectiveness in Jordan: A Structure–Configuration–Enactment Perspective

Teachers’ digital competence is central to inclusive, high-quality education, yet little is known about how its dimensions relate to one another and to teachers’ perceived teaching effectiveness (PTE). Drawing on the European Framework for the Digital Competence of Educators (DigCompEdu), this study examined these relationships among public-school teachers in Jordan through a Structure–Configuration–Enactment perspective. Survey data from 729 teachers were analysed using partial least squares structural equation modelling (PLS-SEM) and fuzzy-set qualitative comparative analysis (fsQCA), and semi-structured interviews with 21 teachers were analysed using reflexive thematic analysis informed by cultural–historical activity theory (CHAT). Professional engagement was positively associated with digital pedagogical competence (β = 0.711), which was associated with facilitating learners’ digital competence (β = 0.784), which in turn was associated with PTE (β = 0.468); the sequential indirect association was significant (β = 0.261), alongside a direct association between professional engagement and PTE (β = 0.412). The fsQCA identified one sufficient configuration for high PTE, combining professional engagement, digital resources, teaching and learning, digital assessment, and facilitating learners’ digital competence; no condition was necessary, and no sufficient configuration emerged for low PTE. Interviews described infrastructural, institutional, pedagogical, and systemic tensions that constrained enactment. Although cross-sectional and self-reported, the findings can inform sustainable teacher professional development aligned with Sustainable Development Goal 4.