Teachers’ Online Teaching Skills and School Effectiveness in Public Senior Secondary Schools, Kwara State, Nigeria

Abstract

The study was motivated by the growing digital transformation of education and the increasing demand that teachers possess effective online teaching competencies for virtual and blended learning environments. Despite the expansion of digital education after the COVID-19 pandemic, many Nigerian secondary school teachers still face challenges in online instruction, thereby affecting instructional quality and school effectiveness. The purpose of the study was to examine the extent to which teachers’ online communication and interaction skills, Learning Management System (LMS) utilisation skills, online assessment and feedback skills, and digital content creation skills influence school effectiveness in Kwara State senior secondary schools. The study adopted a descriptive correlational survey research design. The population comprised 7,675 teachers in public senior secondary schools across the sixteen Local Government Areas of Kwara State. A sample of 364 teachers was selected using multistage sampling techniques, while 299 completed questionnaires were retrieved and analysed. Data were collected using a researcher-designed questionnaire titled Teachers’ Online Teaching Skills and School Effectiveness Questionnaire (TOTSSQ). The findings revealed that teachers’ online teaching skills and the level of school effectiveness were both moderate. The study further established significant relationships between teachers’ online communication and interaction skills, online assessment and feedback skills, digital content creation skills, and secondary school effectiveness. The study concluded that teachers’ online teaching competencies significantly contribute to improving instructional delivery, student engagement, assessment practices, and overall school effectiveness. The study contributes to educational research by providing empirical evidence on the role of digital pedagogy in enhancing secondary school effectiveness in Nigeria.