<![CDATA[The urgent need for instructors to possess digital competencies in order to embed technological tools within contemporary classrooms served as the primary driver for this investigation. Specifically, this inquiry sought to evaluate the current state of educators' digital literacy, quantify their integration of technology in instructional settings, and examine the interdependence between these two variables at MI Tarbiyatunnasyi’in 2 Paculgowang, Jombang. Methodologically, a quantitative approach featuring a correlational design was implemented. The study involved a cohort of 17 practicing teachers as the research sample. Primary data gathered through a questionnaire instrument were subsequently tabulated and subjected to statistical verification using the Spearman Rank correlation test via IBM SPSS Statistics 22. Empirical analysis demonstrated that the digital literacy proficiency of the teaching staff falls into the "good" category, achieving a benchmark of 72.94%. Correspondingly, the deployment of technological resources within the learning process also ranked as "good," registering at 71.98%. The statistical assessment yielded a correlation coefficient of 0.725, confirming a statistically significant relationship between the teachers' digital proficiency and their rate of classroom technology adoption. These outcomes imply that strategic initiatives aimed at upgrading educators' digital capacities must be sustained through systematic training and mentorship, thereby ensuring that technology utilization becomes more optimized, innovative, and interactive]]>
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