Teacher Readiness for Digital Classroom Technology in Public Secondary Schools in Anambra State, South East Nigeria

This study assesses the readiness of teachers in public secondary schools in Anambra State, South East Nigeria, to adopt and use digital classroom technologies. Teacher readiness is widely recognised as a prerequisite for successful technology integration, encompassing dimensions of skill competence, attitudinal disposition, and access to resources. This descriptive survey involved 240 secondary school teachers sampled from public schools across three educational zones in Anambra State. A validated questionnaire with sub-scales measuring technological skills, attitudinal readiness, and resource availability was administered. Mean and standard deviation scores were computed and interpreted against a four-point Likert scale benchmark. Findings reveal moderate attitudinal readiness but low skill competence, particularly among teachers above 45 years of age. Access to functional digital infrastructure in schools was rated poor by 62 percent of respondents. The study identifies lack of pre-service and in-service digital training as the primary driver of low skill readiness. Recommendations include integrating digital pedagogy courses into teacher education programmes at Anambra State universities, establishing school-based technology resource centres, and creating incentive structures for early-adopting teachers. These findings are timely given Anambra State government's ongoing push toward smart schools. Keywords: teacher readiness, digital technology, secondary schools, Anambra State, technology integration