INFLUENCE OF DIGITAL SWITCHOVER INSTRUCTIONAL MANAGEMENT AND MANAGEMENT (OTM) SKILLS IN COLLEGES OF EDUCATION IN SOUTH-SOUTH NIGERIA

Abstract

The study investigated the influence of digital switchover instructional management in teaching of Office Technology and Management (OTM) skills in Colleges of Education in South-South Nigeria. Descriptive survey research design was adopted for the study. The population of this study comprised 262 business educators in the eight Colleges of Education in South South Nigeria, where business education programme is offered. The sample consisted of 262 business educators and since the sample size is not too large census sample technique was used. Self structured questionnaire was used as instrument for data collection. The instrument was subjected to face validation. The instrument was subjected to  reliability test to know the internal consistency. The method used for the reliability was trial –testing using 10 business educators from Nwafor Orisu College of Education, Nsugbe and Alvan Ikoku College of Education Owerri. Data collected were analyzed using Crombach Alpha method. The digital switchover instructional management yielded coefficient values of: clear vision (0.893), technology planning (0.873) and professional development (0.868), on the other hand, office technology management (OTM) skills was 0.867. Data collected were analyzed using mean ratings and standard deviation for research questions. One was ANOVA was used for the test of formulated hypotheses. The researcher rejected the null hypothesis when the resulting p-value was less than the alpha level of 0.05. Conversely, the null hypothesis was retained when the p-value exceeded 0.05. The findings of this study established that effective teaching of office technology and management (OTM) skills in Colleges of Education is strongly shaped by leadership, technology, funding and collaboration. Clear vision leadership provides direction and motivation, while deliberate technology planning ensures integration of modern ICT tools that enhance skill acquisition. Based on the findings of the study, it was recommended that Colleges of Education administrators should articulate and sustain a clear institutional vision that aligns OTM teaching with skill-based outcomes. Administrators of education should prioritize technology planning to ensure ICT tools and modern equipment are consistently available. Government and education stakeholders should increase funding allocations for OTM laboratories and digital infrastructure to be effectively utilized in the teaching of OTM skills.