Professional Development Needs of Secondary School Teachers in Educational Technology in Enugu State, South East Nigeria

This study assesses the professional development needs of secondary school teachers regarding educational technology competencies in Enugu State, South East Nigeria. Continuing professional development is essential for equipping in-service teachers with the evolving technological skills required for modern classroom instruction. A descriptive survey design was employed with a sample of 120 secondary school teachers drawn from twelve schools across Enugu East, Enugu North, and Enugu South Local Government Areas. A Training Needs Assessment Questionnaire covering digital pedagogy, content creation, learning management systems, and data-driven instruction was administered. Findings reveal significant needs in interactive content creation, formative assessment technology, and differentiated digital instruction. Over 70 percent of respondents had received no structured educational technology training in the previous three years. Younger teachers expressed interest in technology-focused professional learning communities as a preferred development mode. The study recommends that the Enugu State Secondary Education Management Board develop a three-year rolling professional development plan for educational technology, with preference for school-based and blended delivery formats that minimise disruption to teaching schedules. Keywords: professional development, educational technology, secondary school teachers, Enugu State, training needs