Al-Hikmah University Journal

The paper investigated teachers’ digital competencies for job effectiveness in public secondary schools in Rivers State. Four research questions and four hypotheses were tested in the study. The design used for the study was descriptive survey design since the study is intended to draw a sample from a defined population while the sample will be used to draw inference about the population of the study. The population of the study consisted of all the 6, 956 teachers (3, 536 males and 3, 420 females) in the 23 Local Government Areas of Rivers State out of which 696 teachers (354 males and 342 females) which was 10% of the population was sampled for the study using stratified proportional sampling technique. The instrument adopted for data collection was a 20-item questionnaire titled “Teachers Digital Competence for Job Effectiveness Questionnaire” (TDCJEQ). The instrument had two Sections namely; Section A which contained items used to collect demographic data on the Teachers of the study while the Section B contained the questionnaire items which were responded to on a four point modified Likert scale of Strongly Agreed (SA), Agreed (A), Disagreed (D) and Strongly Disagreed (SD) with weighted scores of 4, 3, 2 and 1. The weights were added together (4+3+2+1) = 10/4 = 2.50 which was used as the criterion mean for agreeing or disagreeing with an item. The instrument was face and content validated by three Measurement and Evaluation experts in the University of Port Harcourt. The reliability index of the instrument was estimated using Cronbach alpha statistics and yielded a reliability coefficient of 0.87. The questionnaire was administered by the researcher with the aid of five trained research assistants and out of the 696 copies of questionnaire administered, 688 copies (351 males and 337 females) which represented a 98.9% retrieval rate which was adequate for the study. The research questions were answered using mean and standard deviation while the hypotheses were tested using z-test at 0.05 level of significance. The findings of the study showed that teachers in public secondary schools possess problem solving digital skill but lack other digital competencies such as digital safety, digital content creation., digital literacy and digital communication and collaboration for job effectiveness. It was recommended that teachers should be trained on regular basis on different areas of digital competence for effective job performance in the school.