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ABSTRACT
Teachercompetencyisacriticalelementintheteachingprocess,andtheimprovementofeducationalqualityiscloselyrelatedtoteachersinstructionalabilities.Withtherecentupdatestothehighschoolinformationtechnologycurriculumstandards,newexpectationshavebeensetforthforITteachers.Therefore,understandingthecurrentstateofhighschoolITteacherscompetenciesandthefactorsthatinfluencethemiscrucialforacceleratingthedevelopmentofthissubjectarea.ThisstudyfocusesonthelevelofteachingcompetenciesamonghighschoolITteachersinZhejiangProvince,aimingtoidentifycurrentstatusesandexploreinfluencingfactorstoproposestrategiesforenhancingtheseskills,therebyfosteringprofessionalteachergrowth.Torevealthecurrentsituation,thestudyinitiallyemployedaquestionnairesurveytoassesstheperformanceofZhejianghighschoolITteachersacrossvariousdimensionsofteachingability.Surveyresultsindicatedthattheseteacherspossessanaveragelevelofcompetency,withscoresrankedindescendingorderasfollows:classroommanagementability,problem-solvingability,lessondesignability,teachingcognitionability,andevaluationfeedbackability.Subsequentinterviewswereconductedintandem,andcombinedwithinterviewfindings,itwasdeterminedthattheteachingabilitiesofhighschoolITteachersaremainlyinfluencedbysixmajorfactors:professionalknowledgeandteachingexperience,teachingsummariesandreflections,perceivedteachingself-efficacy,nationalpoliciesandschoolsystems,resourcedevelopmentandfurthertraining,andpeersupportandcollaborativeteaching.Additionally,theyfacechallengessuchasholdingmultipleroles,unclearjobfunctions,andlimitedavenuesforprofessionaldevelopment.Consequently,suggestionswereproposedforteachers,educationalauthorities,andschools.HighschoolITteachersneedtofocusonsummarizingexperien