INFORMATION AND COMMUNICATION TECHNOLOGY COMPETENCIES AS CORRELATES OF BUSINESS SUBJECT TEACHERS TASK PERFORMANCE IN STATE PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study examined the relationship between information and communication technology competencies and business subject teachers’ task performance in state public secondary schools in Anambra State. The study adopted a correlational research design. The population comprised 1,013 business subject teachers in 269 state public secondary schools, while 202 teachers were sampled through stratified proportionate sampling. Data were collected with the Business Subject Teachers Information and Communication Technology Competencies Questionnaire and the Business Subject Teachers Task Performance Questionnaire. The instruments were validated by three experts, and reliability was established with Cronbach Alpha coefficients of 0.86 and 0.88 respectively. Pearson Product Moment Correlation was used to answer the research questions and test the hypotheses at the 0.05 level of significance. The findings showed that computer technology competencies had a very high positive and significant relationship with task performance (r = .843, p < .001). Internet technology competencies also had a very high positive and significant relationship with task performance (r = .811, p < .001). The study concluded that teachers with stronger computer and internet competencies tend to perform their teaching and administrative tasks more effectively. It recommended regular ICT training, improved access to computers, reliable internet connectivity, and stronger school-based support for technology use in business subject teaching.