<![CDATA[General Background Education in the twenty-first century necessitates digital technology integration within teaching processes to meet modern learning demands. Specific Background Teachers at Dr. Soetomo Junior High School utilize various digital applications, including Zoom and Google Classroom, following specific technological training. Knowledge Gap While previous studies primarily explored student perspectives on digital platforms during the pandemic, research evaluating comprehensive teacher competency frameworks within specific school environments remains limited. Aims This research evaluates the Technological Pedagogical Content Knowledge model applied by educators during instructional processes at Dr. Soetomo Junior High School. Results Quantitative descriptive analysis using a validated instrument revealed a very high overall competency score of 4.06 out of 5.00. Specifically, content knowledge and pedagogical content knowledge scored highest at 4.17, while technological knowledge received a high score of 3.90. Novelty This study establishes a detailed quantitative baseline of digital teaching competencies across multiple instructional variables for middle school educators. Implications These findings demonstrate that the educators possess substantial proficiency to integrate subject material, instructional strategies, and digital tools, supporting optimal modern educational environments. Highlights: Quantitative evaluation reveals an overall instructional competency score of 4.06. Subject mastery and pedagogical delivery domains achieved the highest ratings. Educators successfully integrate digital applications into modern educational planning. Keywords: Digital Learning, Teacher Competency, Instructional Strategies, Educational Technology, Quantitative Analysis]]>
