Teachers’ Competency in Music Technology Integration in Senior Secondary Schools in Oyo State

This study empirically assesses the competency levels of music teachers in integrating music technology into senior secondary school instruction in Oyo State, South West Nigeria. Music technology literacy has become an essential pedagogical skill, enabling teachers to enhance music theory instruction, facilitate composition activities, support listening exercises, and connect classroom learning to contemporary music industry practices. This research investigates the digital competencies of music teachers in 30 selected senior secondary schools across three education zones in Oyo State, measuring proficiency in digital audio workstation use, music notation software, online music resources, and multimedia presentation tools. A validated Music Technology Competency Assessment Inventory, adapted from recent international music education research and piloted locally, is administered to 90 music teachers. The study also assesses the availability of music technology infrastructure in schools and gathers principal perspectives on professional development provision. Multiple regression analysis identifies the demographic and institutional variables most predictive of teacher technology competency. Grounded in technology integration theory, TPACK framework principles, and recent music education scholarship from West Africa, the study fills a significant empirical gap in the Nigerian music education literature. Findings will inform teacher training reform and infrastructure investment decisions in Oyo State and comparable South West contexts. Keywords: Music technology, teacher competency, TPACK, secondary schools, Oyo State.