This study set out to investigate the relationship between techno-pedagogic skills and teachers’ performance in HTTTC Kumba. It was hypothesized that Techno-pedagogical skills have no significant relationship with teachers’ performance in HTTTC Kumba. A multistaged sampling technique was used for the study and all the fourteen departments in HTTTC Kumba were included in the study. A total of 42 teachers were selected using a simple random sampling technique. The instrument used for the study was a questionnaire. The data was analysed using frequencies and percentages for descriptive statistics while the Chi-Square Test and Pearson’s Coefficients of Correlation were used for testing the hypothesis in SPSS version 21. The results revealed that there is a significant positive relationship between techno-pedagogical skills and teachers’ performance in HTTTC Kumba. Based on the results of the findings, it was concluded that techno-pedagogical skills have a significant positive relationship with teachers’ performance in HTTTC Kumba. It was recommended that educational practitioners should know how to weave subject area content, pedagogy and technology effectively in their classroom interaction. Lack of knowledge in the part of teachers regarding techno-pedagogical skills is a major constraint in blending these aspects.
The aim of this study was to investigate teachers’ perception of techno-pedagogical skills in HTTTC Kumba. It was hypothesized that the perceived usefulness of techno pedagogical skills has no significant effect on teachers’ performance in HTTTC Kumba. 42 teachers of HTTTC were sampled by multistage sampling technique and administered a questionnaire. The data were analyzed using frequencies and percentages for descriptive statistics, while the Chi-Square Test was used for testing the hypothesis. The results indicated a significant positive perception of technology among teachers in HTTTC Kumba despite the limitations and non-acceptance of technology demonstrated by some teachers in their responses. It was recommended that the teachers and teachers in training could be encouraged to have a more positive attitude towards the use of technology in their classrooms by providing the right infrastructure and provision for them to get technology-related help when needed.
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