Examining the Influence of Digital Competency on Digital Well-being and Individual Job Performance in the Office of the Education Council

Abstract

This research study has three purposes: 1) to assess the levels of digital competency, digital well-being, and individual job performance; 2) to examine the relationships of digital competency, digital well-being, and individual job performance; and 3) to propose policy recommendations for enhancing digital competency, digital well-being, and individual job performance. The population for this study consists of all 169 civil servants at the Office of the Education Council, with a total of 124 respondents completing the questionnaires. Data were analyzed using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) through path analysis. The findings revealed that digital competency (x̅ = 3.92, SD = 0.65) and individual job performance (x̅ = 4.05, SD = 0.64) were at high levels, while digital well-being (x̅ = 3.44, SD = 0.94) was at a moderate level. Digital competency had a significant positive effect on digital well-being (B = .877, β = .605, p < .001) and individual job performance (B = .336, β = .343, p < .001). Digital well-being also positively influenced individual job performance (B = .239, β = .355, p < .001). Moreover, digital competency had an indirect effect on individual job performance mediated by digital well-being (B = .210, β = .215, p = .012). The proposed policy recommendations include: 1) Promote the development of digital skills with an emphasis on practical application, alongside continuous evaluation and monitoring; 2) Formulate policies that provide knowledge on safe technology usage, personal data management, artificial intelligence utilization, and achieving work-life balance; and 3) Continuously enhance personnel capacity, through activities such as training programs, workshops, and executive mentoring.