Unveiling Teacher Competence: A Mixed-Method Exploration of Technology Integration in Upper-Basic Education in Nigeria

Technology integration is one of the means of facilitating contemporary teaching and learning processes. This study investigated teachers’ perceived competencies in technology integration through their years of teaching experience and gender in Awka Metropolis. The study adopted a sequential-explanatory design approach (MMR), with a sample size of 84 basic education teachers in public secondary schools. A questionnaire with a reliability coefficient value of 0.94 and a semi-structured interview were used as instruments for data collection in the study. Data were analyzed using descriptive analysis to answer the research question and t-test analysis to test the null hypotheses. The findings showed that teachers’ perceived competence in technology integration in the classroom was highly positive. More so, the perceived competence of teachers with longer years of teaching was significant, while gender was insignificant. Factors such as technophobia (fear of technology), lack of finance, and poor digital literacy influence technology integration in the classroom. Amongst others, we recommended that stakeholders set up a model for the seamless integration of technology in upper-basic education in Nigeria.