Research Information System
AMERICAN JOURNAL OF DISTANCE EDUCATION, 2025 (ESCI)
This research addresses the burgeoning need for clearly defined competencies for effective K-12 online teaching, a domain often overshadowed by higher education in scholarly inquiry. Recognizing the inadequate preparation many educators face in this evolving landscape, this study aimed to identify essential competencies. To achieve this, a rigorous three-round Delphi technique was employed, engaging a panel of six experts comprising faculty from Distance Education (n = 4) and Curriculum & Instruction (n = 2). The initial phase involved an open-ended question that yielded 200 distinct items. Through meticulous refinement, this list was consolidated to 157 items for the subsequent rounds. Consensus among the expert panel was determined using interquartile ranges. The analysis resulted in 41 competency items achieving unanimous expert consensus across four key domains: pedagogical (13 items), social (5 items), managerial (14 items), and technical (9 items). This framework provides a comprehensive understanding of the multifaceted demands of K-12 online education, underscoring the unique skills required across its various functional areas. The findings offer a foundation for the development and enhancement of teacher education programs and professional development initiatives specifically designed for the K-12 online context, thereby addressing a critical gap in the existing research.