The present study investigated the influence of Digital Pedagogical Competence on Teacher Effectiveness and Student Engagement among secondary school teachers. A descriptive survey method was employed, and the study was conducted on a sample of 150 secondary school teachers selected through stratified random sampling from Guntur district of Andhra Pradesh. Data were collected using a self-constructed Digital Pedagogical Competence Scale, a Student Engagement Scale, and the Kulsum Teacher Effectiveness Scale (KTES) developed by Umme Kulsum (2000). Statistical techniques such as mean, standard deviation, t-test, and Pearson’s product-moment correlation were used for data analysis. The findings revealed significant differences in Digital Pedagogical Competence, Teacher Effectiveness, and Student Engagement with respect to gender and locality. Female teachers demonstrated higher levels of Digital Pedagogical Competence, Teacher Effectiveness, and Student Engagement than male teachers. Urban teachers exhibited higher Digital Pedagogical Competence and Student Engagement, whereas rural teachers showed greater Teacher Effectiveness. The study further revealed a strong positive relationship between Digital Pedagogical Competence and Teacher Effectiveness as well as Student Engagement. The findings indicate that teachers with higher levels of digital pedagogical competence are more effective in their teaching practices and are better able to promote student engagement. The study highlights the importance of strengthening digital pedagogical competencies among teachers to improve instructional quality and learning outcomes in secondary education.

Keywords: Digital Pedagogical Competence, Teacher Effectiveness, Student Engagement, Secondary School Teachers, Educational Technology.