ICT Competency and Digital Pedagogical Practices as Predictors of Teachers' Job Performance in Public Senior Secondary Schools in Rivers State, Nigeria
Keywords:
ICT Competency, Digital, Pedagogical, Teachers, Job PerformanceAbstract
This study examined ICT competency and digital pedagogical practices as predictors of teachers’ job performance in public senior secondary schools in Rivers State, Nigeria. The study was guided by seven objectives, seven research questions, and five null hypotheses tested at a 0.05 level of significance. A correlational research design was adopted. The population comprised 5,747 teachers in 353 public senior secondary schools across the 23 Local Government Areas of Rivers State. A sample of 361 teachers was selected using a multi-stage sampling technique involving stratified and simple random sampling. Data were collected using a structured questionnaire titled “ICT Competency, Digital Pedagogical Practices and Teachers’ Job Performance Questionnaire (ICDDP-TJPQ).” The instrument was validated by experts and tested for reliability using Cronbach’s alpha, yielding coefficients between 0.82 and 0.88 with an overall reliability of 0.86. Data were analysed using mean, standard deviation, Pearson Product Moment Correlation, and multiple regression analysis. Findings revealed that teachers possess a moderate level of ICT competency and a moderate extent of digital pedagogical practices. The study further established significant positive relationships between ICT competency, digital pedagogical practices, and teachers’ job performance. In addition, both variables jointly significantly predicted teachers’ job performance, with digital pedagogical practices exerting a stronger influence. Teaching experience and school type (urban and rural) were also found to significantly moderate these relationships. The study concluded that ICT competency and digital pedagogical practices are key determinants of teachers’ job performance, while contextual factors enhance their influence. It was recommended that continuous ICT training, improved digital infrastructure, and targeted support for rural schools be provided to strengthen effective ICT integration in teaching.
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