Influence of Teachers’ Demographics on Attitudes Toward Digital Pedagogy

Abstract

Abstract

This study investigated the predictive influence of teachers’ demographic characteristics on their attitudes toward digital pedagogy in secondary schools in Oyo State, Nigeria. The study adopted a descriptive correlational research design. A total of 713 teachers were selected through a multi-stage sampling technique from public secondary schools. Data were collected using a researcher-designed instrument titled Teachers’ Attitude on Digital Pedagogy Questionnaire (QTADP), with a reliability coefficient of 0.73. Data were analysed using descriptive statistics and multiple regression analysis at 0.05 level of significance.

Findings revealed that teachers exhibited a positive attitude toward digital pedagogy (M = 3.45 - 3.52 for positive items), while negative perceptions were low (M = 1.59 - 1.66). Regression results showed that teachers’ demographic variables jointly had a significant influence on attitude toward digital pedagogy (R = .151, R² = .023, F = 4.134, p = .003). However, the predictive power was weak. Among the variables, age (β = .114, p = .029) and highest qualification (β = -.123, p = .001) significantly predicted attitude, while gender and teaching experience did not. The study concludes that demographic factors play a limited but significant role in shaping teachers’ attitudes toward digital pedagogy and recommends targeted professional development interventions

Keywords: Digital pedagogy, Teachers’ demographics, Attitude, Secondary school education