SCHOOL-COMMUNITY INVOLVEMENT AND TEACHERS’ DIGITAL LITERACY IN PUBLIC SECONDARY SCHOOLS IN CROSS RIVER STATE, NIGERIA
Keywords:
School-community involvement, digital literacy, decision making, participation, resource supports.Abstract
The study investigated the extent to which school-community involvement predicts teachers’ digital literacy in Public Secondary schools in Cross River State, Nigeria. Three research questions and hypotheses guided the study. An empirical literature review was conducted. An expost-facto research design was adopted for the study. The population comprised 4,982 secondary school teachers. A sample of 1,495 representing 30% of the entire population was drawn using simple random and stratified sampling techniques. A researcher’s developed questionnaire titled “School-Community Involvement and Teachers’ Digital Literacy Questionnaire (SCITDLQ) was used for data collection. The instrument was subjected to face validation and its internal consistency ascertained using Cronbach Alpha. The reliability ranged from 0.80 to 0.89. Simple Linear Regression was used in testing the hypotheses all at a significant level of 0.05. Result of the analysis revealed that school-community involvement in terms of Decision-making participation, Parental involvement and Resource support significantly predict teachers’ digital literacy in public secondary schools in Cross River State, Nigeria. Based on the findings, it was concluded that school-community involvement in terms of Decision-making participation, Parental involvement and Resource support are predictors of teachers’ digital literacy in public secondary schools in Cross River State, Nigeria. It was therefore recommended among others that Public secondary schools in Cross River State should establish official digital communication channels that require teacher-parent interaction, thereby creating a practical necessity for teachers to maintain and improve their digital literacy.References
Abduh, M. (2021). Full Time-online Assessment during COVID-19 lockdown: EFL Teachers’ Perceptions. Asian EFL Journal, 28(1) 3-17
Audrin, B., & Audrin, C. (2022). Key factors defining the literature of digital literacy in education: A systematic review using text mining. Education and Information Technologies, 27(3), 4151–4181. https://doi.org/10.1007/s10639-021-10763-5
Blau, I., & Shamir-Inbal, T. (2017). Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders. Education and Information Technologies, 22(3), 769–787. https://doi.org/10.1007/s10639-015-9456-7
Cirus, L., & Simonova, I. (2021). Development of digital literacy in primary school learners.
Education and Information Technologies, 26(5), 6091–6116. https://doi.org/10.1007/s10639-021-10595-3
Emmanuel, O.B, Enoni, A.O & Edward, F.E (2025) Community Involvement and Management Effectiveness of Technical Colleges in Calabar Education Zone, Cross River State, Nigeria. Direct Research Journal of Education and Vocational Studies. 7(1) 97-104.
Joyce Epstein (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701–712.
Martin,V.I & Castaneda, L. (2022) Developing digital literacy for teaching and learning. In handbook of Open, Distance and Digital Education (pp1-20). Singapore Nature Singapore.
Oyler, C. (2011). Teacher preparation for inclusive and critical (special) education. Teacher Education and Special Education, 34(3), 201–218. https://doi.org/10.1177/0888406411406745
Todd, R.W. (2020). Teachers’ Perception of the shift from the classroom to online teaching. International Journal of TESOL Studies, 2(2), 4-16.
Tomte, C., Enochsson, A. B., Buskqvist, U., & Krumsvik, R. (2015). Educating teachers for the new millennium? Teacher training, ICT and digital competence. Nordic Journal of Digital Literacy, 10(Special Issue), 138–154. https://doi.org/10.18261/ISSN1891-943X-2015-03-02
Windiarti, S. Fadilah, N Dhermawati, E., & Pratolo, B. W. (2019) Teachers’ Perception toward the obstacles of e-learning classes. Journal of Language Teaching and Literature, 3448, 117-128
Downloads
Published
Issue
Section
License
Copyright (c) 2026 This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, adaptation, and reproduction in any medium, provided that the original work is properly cited.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors are permitted to post their work online in institutional/disciplinary repositories or on their own websites. Pre-print versions posted online should include a citation and link to the final published version in Journal of Librarianship and Scholarly Communication as soon as the issue is available; post-print versions (including the final publisher's PDF) should include a citation and link to the journal's website.
