MANAGING TEACHER CAPACITY FOR TECHNOLOGY-ENHANCED LEARNING: BRIDGING THE DIGITAL DIVIDE IN RURAL SECONDARY SCHOOLS IN SOUTH-EAST, NIGERIA

Abstract

This study examined strategies for managing teacher capacity for technology-enhanced learning in rural secondary schools in South East, Nigeria. The study adopted a descriptive survey research design. The population consisted of 47,320 principals and teachers in 1,820 public rural secondary schools in the zone. A sample of 1,200 respondents comprising 100 principals and 1,100 teachers was selected using multi-stage sampling technique. Data were collected using a validated 30-item questionnaire titled "Managing Teacher Capacity for Technology-Enhanced Learning Questionnaire (MTCTELQ) with a reliability coefficient of 0.87 obtained through Cronbach Alpha. A total of 1,140 copies were retrieved and analyzed using frequency, percentage and ranking order to answer research questions, while Chi-square was used to test hypotheses at 0.05 level of significance. The findings revealed that all 12 strategies identified were accepted, with needs assessment, continuous school-based professional development, and on-site technical support ranked highest. Major challenges included inadequate funding, poor electricity supply, and low teacher digital competence. The hypotheses tested showed that there was no significant difference in the opinions of principals and teachers on the strategies and challenges for managing teacher capacity for technology-enhanced learning in rural secondary schools in South East, Nigeria. The study concluded that managing teacher capacity through structured training, support and supervision is critical for enhancing technology-enhanced learning and bridging the digital divide in rural secondary schools in South East Nigeria. It was recommended that government, SUBEB and school administrators should institutionalize regular needs assessment, continuous professional development, and provision of technical support for teachers in rural schools.