Teachers’ technological, pedagogical and content knowledge (TPACK) for digital instruction in public secondary schools in Kaduna State, Nigeria

Abstract

This study assesses the readiness of teachers in Kaduna State public secondary schools to implement digital instruction, with a focus on their technological, pedagogical, and content knowledge (TPACK).  A descriptive survey research design was employed, with a sample of 617 teachers selected from 136 schools using a stratified sampling approach. The data collection instrument was a validated questionnaire adapted from prior studies, which was administered to the participants. The data was analysed using descriptive statistics and an independent sample t-test, with a Cronbach alpha coefficient of 0.705, indicating a reliable instrument. The findings revealed that teachers positively perceived their TK, PK, and CK, with mean scores ranging from 4.09 to 4.29, 4.18, and 4.29, respectively. However, the perception of TPACK was moderate, with a mean score of 3.53. The study also found no significant difference in the perception of TK, PK, and CK between male and female teachers.  The study concludes that while teachers in Kaduna State public secondary schools possess adequate TK, PK, and CK, there is a need for targeted professional development to enhance their TPACK for effective implementation of digital instructional technologies.