Teachers digital competences: current state analysis

the article presents the comprehensive teachers digital competencies research results, including the justification of the methodology, the development of tools and its application. The research is based on the optimality and practical expediency principles. The authors find out what tools are most appropriate for assessing digital competencies, what is the state of teachers' digital competencies (on the example of St. Petersburg), whether the results of this research of teachers' digital competencies are comparable with the results of other researches. The research data analysis showed that teachers have medium and high digital competencies levels in general. There was no significant dependence of the digital competencies level on the respondents' gender, the education level, the type of school and the administrative role. There is a dependence on the subject taught and the participation of teachers in experimental work however. The least and most developed digital competencies are identified. An analysis of other research on the teachers' digital competencies development problem made it possible to identify similarities and differences in the results and identify issues for discussion.