The Role of Teacher Demographics in E-Learning Literacy and Competency among Secondary School Teachers in Bauchi State, Nigeria

Abstract

The relationship between teacher demographics and e-learning literacy and competency remains a critical research focus in educational technology. This correlational study investigates the role of teacher demographics in e-learning literacy and competency among secondary school teachers in Bauchi State, Nigeria. The population of the study consists of all the secondary school teachers in Bauchi State Nigeria. The researcher developed a structured questionnaire from literature with two subsections and was used for data collection. The instrument was validated by three experts. Reliability indices of 0.83 and 0.71 were found for each subsection using Cronbach Alpha. The instrument was distributed over the internet across the State and lasted for five weeks. Data were collected via the instrument from 200 teachers and analyzed using linear regression. The results provide no statistically significant indication that gender or school type has a strong influence on e-learning literacy and competency among secondary school teachers in Bauchi State, Nigeria. This study advocates for equitable investments in training and digital resources to enhance e-learning literacy and competency across all teacher groups in the State.