INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS) SKILLS AS PREDICTORS OF TEACHERS’ TASK COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined ICT skills as predictors of teachers’ task commitment in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the study was 6,598 teachers in the 267 public secondary schools from the six education zones in Anambra State. The sample of 660 teachers was used for the study. Multistage sampling techniques comprising proportionate stratified and simple random sampling technique was used for the study. Two researcher-structured instruments were used for data collection: Information and Communication Technology Skills Questionnaire (ICTSQ) and Teachers’ Task Commitment Questionnaire (TTCQ). The instruments were subjected to face and construct validation. Face validation was done by three experts while construct validation was carried out with Principal Component Analysis approach. The reliability of the instrument was done using Cronbach Alpha technique and the average coefficient values of 0.82 for ICTSQ and 0.87 for TTCQ were obtained and considered highly reliable and suitable for the study. Simple regression statistical tool was used for the study. The study concluded that the ICT skills jointly are positive and significant predictors of teachers’ task commitment in public secondary schools in Anambra State. Based on the findings, the study recommended among others that curriculum planners should be incorporating ICT skills such as internet searching skills development into the curriculum for training teachers to ensure that aspiring teachers acquire essential ICT competencies.