Public Secondary School Teachers Research Articles

Self-Determination Components as Predictors of Job Performance Among Secondary School Teachers in Ebonyi State

The study examined self-determination components as predictors of job performance among secondary school teachers in Ebonyi State. The study used the correlation research design. Three research questions and three corresponding hypotheses guided the study. The population of the study comprised all 6, 121 teachers in the 226 public secondary schools in Ebonyi State. The simple random sampling technique was used to draw 399 teachers as sample for the study. Two self-designed instrument (questionnaire) titled Self-Determination Scale (SDS), and Teachers’ Tasks Performance Scale (TTPS) were used to collect data for the study. The Cronbach Alpha was used to determine the reliability of the instruments; the reliability coefficients obtained were .92 and .88 respectively. The research question was answered using simple regression while hypotheses were tested with regression analysis. The finding of the study revealed that self-determination components (competence, autonomy and relatedness,) significantly predict job performance of teachers in public secondary schools in Ebonyi State. Based on the findings of the study, it was recommended among others that teachers should take their career direction very seriously by being committed and dedicated in other to achieve high aspiration. Keywords: Self-determination, Competence, Autonomy, Relatedness and Teachers’ Job Performance.

Teachers’ Perception Towards Integration of Artificial Intelligence Tutoring-Based System in the School Curriculum: A Survey

Artificial Intelligence (AI) is the theory and development of computer systems capable of performing tasks normally requiring human intelligence, such as visual perception, speech recognition, decision-making, and translation between languages. This approach has been adopted by many organizations, including schools, to facilitate the teaching and learning process. This development has raised varying opinions on the future of employment within all sectors, including the educational sector. The purpose of this research was to evaluate the perception of teachers toward the integration of AI tutoring-based systems into the school curriculum. A descriptive analysis of the quantitative design was used, and 320 teachers were purposely sampled from public secondary schools in Southwest, Nigeria. The data were collected using a questionnaire and analyzed using SPSS. The findings of the study revealed that although teachers in public secondary schools in the southwest of Nigeria are aware of the positive impact of AI tutoring, 77% of the participants have a negative disposition towards the integration of an AI tutoring-based system into the school curriculum. The factors responsible for this high level of negative disposition include age, low level of education, fear of replacement and professional specialties of the teachers. Based on these findings, it was therefore recommended that teachers be sensitized on the importance of AI tutoring and that stakeholders should propagate the message of how it would promote the standard of education in the state. The study also recommended that educational policymakers integrate the use of artificial intelligence into the school curriculum by allocating the required resources to schools and organizing staff training on the use of AI without neglecting a befitting remuneration. Keywords: Artificial Intelligence, Teachers, Learning, Disposition, Perception

Effect of Emotional Self-Awareness Coaching on Professional Burnout Among Teachers in Public Secondary Schools in Kiambu County, Kenya

Teachers play a pivotal role in the education systems of any nation. Their mental and psychological well-being is critical in achieving positive student educational outcomes. However, professional teacher burnout has been on the rise. Self-awareness is essential to helping individuals connect with their emotional state and how it affects their behavior and those they interact with. This study sought to assess the effect of self-awareness coaching on professional teacher burnout among teachers in public secondary schools in Kiambu County, Kenya. Weiner's theory of attribution and Goleman's mixed model of emotional Intelligence informed this study (Goleman, 1995). Quasi experiment Solomon four design with a target population of 3469 teachers from 277 public secondary schools of all categories in the County was used. Krejci and Morgan's table was used to sample 346 teachers, while eight principals and 40 Heads of departments were purposefully selected for the study. Maslach Burnout Inventory and an interview guide were used to collect data for professional teacher burnout. A training manual was used to coach self-awareness. Validity was achieved through expert advice and piloting, while reliability was established through the split-half method. Paired t-tests and ANOVA were used for data analysis to get the effect size of coaching. The results indicated that self-awareness coaching had statistically significant positive effects on professional teacher burnout at t = 15.779 at df=78, >.001, The effect size (Cohen d = 0.958) was high; hence, emotional self-awareness coaching significantly reduced professional teacher burnout. The study recommended that the teacher employer (TSC) develop programs to equip teachers with self-awareness skills to curb professional burnout, thereby increasing their productivity

Quality Competency of Teachers in the Developing Quality Culture in Public Secondary Schools in a Developing Country

Quality culture has been mentioned as a tool to help improve quality standards and promote the development of educational institutions. Recently, quality culture has begun to be recognized as an interesting research trend in Vietnam, mainly focusing on higher education. Several studies have applied models/types of building and developing quality culture to educational activities and institutions, but not in the national school system. The purpose of this study is to understand the quality capacity of administrators and teachers of public secondary schools in the Southeast region, of Vietnam through the aspect of quality awareness during education. General education implements educational quality accreditation activities. The research uses quantitative research methods combined with qualitative research methods. The survey sample was conveniently selected randomly, information was collected by questionnaire with 749 managers and 3831 teachers, and by interviews with 22 managers and 40 teachers. Quantitative data were calculated by Cronbach's Alpha to eliminate inappropriate variables. Descriptive statistics calculate percentages, mean values, and standard deviations, and inferential statistics test differences using ANOVA and t-test with 2 independent samples. Data analysis results show differences in quality awareness between the three provinces and between managers and teachers, and the results also show that managers and teachers do not have positive views. teacher on educational quality accreditation activities in secondary schools through two contents "Education quality accreditation takes time and resources" and "Education quality accreditation increases achievement problems in education”. Therefore, the study recommends that leaders at all levels research and promulgate quality policies and create conditions for secondary schools to develop quality; Secondary schools build a set of tools and principles for forming and developing a quality culture to improve quality capacity and develop internal quality resources.

Teachers’ Utilization of Information and Communications Technology in Blended Learning Modality

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) claims that when teachers are trained in ICT and possess a strong digital literacy, they can help students develop higher-order thinking skills, offer unique and innovative ways for them to communicate what they know, and better equip them to deal with the constant changes in technology that occur in both the workplace and society at large. Given this background, this study investigated the extent of teachers’ utilization of information and communications technology in blended learning modality in one of the schools in a fifth-class municipality in Central Philippines during the School Year 2022-2023. The study used a descriptive research design and a self-made questionnaire to gather baseline data from 34 public secondary school teachers. The result of the study showed that the extent of teachers’ utilization of ICT in blended learning modality in software applications and online platforms was high. Furthermore, there was no significant difference in the extent of teachers’ utilization of ICT in blended learning modality when respondents were grouped according to the variables above. Various recommendations were provided to address the lowest mean scores in both areas, like the BLOCKED TIME Program and the utilization of various online platforms like Group Chats and Google Meet, among others. Keywords: Information and communications technology, teachers’ utilization of ICT, blended learning modality

Teachers’ Job Satisfaction and Turnover: Re-Examining Learning Achievement in Biology in Public Secondary Schools, Garissa County, Kenya

Teachers spend lengthy periods of their lifetime in school work environments and their satisfaction in the job has crucially far-reaching implications. Besides making them feel good about themselves, job satisfaction draws on teachers’ well-being as satisfied teachers are less susceptible to leaving their positions. The aim of this paper was to evaluate teachers’ job satisfaction as a teachers’ turnover factor in influencing learning achievement in Biology in public secondary schools in Garissa County. Guided by Becker’s Human Capital Theory of Occupational Choice, the study was driven by a philosophical paradigm borrowed from the Pragmatic Worldview and adopted a convergent mixed-methods research design. The study targeted 2786 respondents comprising 2691 form three students and 95 Biology teachers from 40 public secondary schools from which 27 schools were picked through stratified random sampling. The sample size constituted 336 form three students and 51 Biology teachers obtained through simple random and purposive sampling respectively. Questionnaire and document analysis guide were used in data collection. Both descriptive and inferential statistics using Pearson Product Moment Correlation and Linear Regression were done. The study established that job satisfaction (r=0.67, p<0.05) had a positive significant correlation with learning achievement in Biology. The study therefore concluded that, teachers’ job satisfaction influenced learning achievement in Biology in public secondary schools in Garissa County. The study recommended strategies that should lower teacher turnover and increase learning achievement in Biology thus; re-visit salary schemes for teachers to ensure they re-visit salary schemes for teachers in public secondary schools to ensure teachers are well paid besides are well paid, teacher promotions should be streamlined and staff development opportunities enhanced.

Navigating the Academic Gap: A Phenomenological Inquiry on the Experiences of Teachers in DepEd’s Catch-Up Fridays

This research examines the implementation of DepEd Catch-Up Friday, a strategic initiative introduced by the Department of Education in the Philippines to address academic disruptions caused by the pandemic. The study investigates how this initiative has affected teachers’ practices, workload, and overall well-being. A qualitative study, particularly phenomenological inquiry, was used. Through purposive sampling, 22 secondary public-school teachers served as participants in this phenomenological study. The results yielded three themes with regard to the experiences in Catch-Up Friday: challenges in the preparation, gaps in educational resources, and barriers in student motivation. Regarding the coping mechanisms of teachers in Catch-Up Fridays, four themes emerged: strategic intervention, diverse expertise, systematic evaluation, and technology-enhanced instruction. Moreover, three themes emerged as the insights of teachers in the implementation of Catch-Up Fridays: an inclusive learning environment, addressing struggling learners, and requiring tailored instructional approaches. Recommendations include strengthening support structures for teachers, promoting student-centered approaches, and implementing structured feedback mechanisms to continuously improve the initiative. The research underscores the need for ongoing evaluation and adjustments to ensure that DepEd Catch-Up Friday effectively supports students and educators, fostering a more resilient and adaptive educational environment.

Influence of Work-Related Stress on the Performance of Teachers in Public Secondary Schools in Kiambu County, Kenya

Purpose: The aim of the study was to influence of work-related stress on the performance of teachers in Public Secondary Schools in Kiambu County, Kenya Methodology: The psychological well-being theory, the person-environment fit theory, and the Job Demands-Resources model served as the guiding theories for the study. The study used a descriptive survey research approach. Target population was 4288 teachers in public high schools out of which a sample size of 365 was selected using Yamane formula. The sample size was chosen using stratified random sampling method. Primary data was collected using questionnaires. To determine the validity and reliability of the questionnaires, a pilot test was carried out. Quantitative analysis of the data gathered from the surveys was conducted. Inferential and descriptive statistics was used for analysis. The data was summarized into frequencies, percentages, means and standard deviation and presented using pie charts and frequency tables. Findings: From the findings, it was established that work related stress (b=0.018, p=0.000<0.05), had a statistically significant relationship with the performance of teachers in public secondary schools in Kiambu County, Kenya. Notably, aspects such as being upset because of things have happened unexpectedly, being unable to control the important things in life, being overwhelmed by the workload significantly affected the performance of teachers in the public secondary schools. Unique Contribution to Theory, Practice and Policy: The study was guided by the person-environment fit theory. The study therefore recommended that the public secondary schools should introduce regular stress management workshops and training for teachers. These programs should focus on coping mechanisms, mindfulness, and relaxation techniques. In order to enhance the environmental mastery of teachers, the school administration needs to offer ongoing professional development opportunities that focus on enhancing adaptability, problem-solving skills, and decision-making abilities.

Harmony of Transformational and Transactional Leadership Styles towards Positive Change in Teachers’ Motivation, Attitude, and Performance

This study aimed to establish correlations using a correlational research design. It was guided by the Full Range Model which emphasizes the effectiveness of combining transformational and transactional leadership. A sample of 134 public elementary and secondary school teachers from 21 schools in Calauan Sub-Office, Laguna Province, was surveyed to examine these relationships. The instrument used was a researcher-made survey-questionnaire which underwent multiple validation stages. Based on the results, there was a very high level of transactional and transformational leadership styles among school heads, positively correlating with teachers' motivation, attitude, and performance. Specifically, transactional leadership behaviors such as contingent rewards and active management significantly influenced these factors, along with transformational leadership dimensions of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. These findings emphasize the critical role of leadership in fostering positive teacher outcomes. Recommendations include the investment in leadership development programs focusing on expanding beyond transactional approaches towards transformational leadership. Initiatives should sustain and deepen transformational practices, capitalize on teacher motivation and positive attitudes, and reinforce effective performance through targeted interventions and continuous professional development.

Assessment of Teachers’ Job Commitment in Public Senior Secondary Schools in Sokoto State, Nigeria

This study aimed to assess teachers' job commitment in public senior secondary schools in Sokoto State, Nigeria. A descriptive survey was conducted with 183 school principals from 447 schools. The researcher's instrument titled Assessment of Teachers' Job Commitment Questionnaire (ATJCQ) was used to collect data. Descriptive statistics was used to analyze the data collected for this study. The study reveals that teachers' job commitment in public senior secondary schools in Sokoto State, Nigeria is moderate. The average mean is 2.97 on the appropriate use of instructional materials, 2.99 on punctuality, and 2.83 on classroom management. Dimensions used have influenced the job commitment of teachers in public senior secondary schools in Sokoto State, Nigeria. It is recommended that teachers ensure appropriate instructional materials are used when teaching students to improve their participation in the teaching and learning process.

Teacher’s Attitude towards the Use of Digital Technologies for Capturing Students’ Data in Secondary Schools in Imo State, Nigeria

In Imo State, the researchers observed that teachers still use inventory book, admission register and continuous assessment record booklets to capture students’ data in secondary schools. This is surprising given the current wave of digitalization. Thus, the study examined teachers' attitude towards the use of digital technologies for students’ data capturing in secondary schools in Orlu education zone of Imo State, Nigeria. One research question guided the study and two hypotheses were tested. Descriptive survey design was adopted. The population of this study comprised 1209 teachers in the 105 public secondary schools in Orlu education zone of Imo State. 240 public secondary school teachers were used as the sample for the study using multi stage sampling procedure. The instrument for data collection was a validated self-administered questionnaire. Cronbach alpha formula was used to determine the internal consistency of the questionnaire and co-efficient of 0.83 was obtained. Mean and standard deviation were used to answer the research question and determine the homogeneity or otherwise of the respondents while t-test was used for testing the null hypotheses at 0.05 level of significance. Findings revealed that teachers’ have a positive attitude towards the use of digital technologies for capturing students' data in secondary schools in Orlu education zone. There was no significant difference in the mean ratings of teachers on their positive attitude towards the use of digital technologies for capturing students’ data in secondary schools irrespective of their years of teaching experience and location. It was recommended among others that, management of secondary schools should be organizing ICT-related seminars for teachers to improve their ICT skills in order to increase their attitude towards the utilization of digital technologies for capturing students' data.

Assessment Literacy of Secondary School Teachers and Its Impact on Student's Performance in the Division of Gingoog City

This study examined teacher’s assessment literacy and its probable impact on students’ performance through the intervening variables of the teachers. The study had 234 public secondary school teachers in the Division of Gingoog City. It employed the Input-Process-Output (IPO) Model of David Bushnell which illustrates how teachers’ demographics (input): length of service, DepEd issuances, and assessment training/s attended, assessment literacy (process): assessment knowledge, assessment practices/beliefs and assessment result utilization will impact students’ performance (output). The results showed that most of the respondents have been in the service for five years and below, a little over half have attended training on test construction and table of specification, and on average only a little more than one-fourth of the teachers received copies of DepEd issuances relative to assessment. Additionally, it revealed that there is no conclusive evidence to show a direct correlation between teachers’ assessment literacy and students’ performance which means none of the assessment literacy variables significantly impact students’ performance. The results further revealed that no significant difference was noted in teachers’ length of service and DepEd issuance to assessment literacy. However, a highly significant difference was noted in assessment training attended and assessment literacy. It also disclosed that no matter how long the teachers have been in the service, whether they have copies of all DepEd issuances, these do not contribute to their literacy in assessment. The findings in this study underscored the need to provide quality and effective inputs from both the department and the respondents. There has to be a relevant and appropriate process to effect quality output, which is commendable student performance.

Influence of Principals’ Promotion of E-Learning Teacher Training on the Performance of Teachers in Public Secondary Schools in Migori County

Influence of Principals’ Promotion of E-Learning Teacher Training on the Performance of Teachers in Public Secondary Schools in Migori County

EFFECT OF SAVING LITERACY ON INVESTMENT DECISION AMONG SECONDARY SCHOOL TEACHERS IN MERU COUNTY

The education sector in Kenya receive the largest share of the country's budget, with a significant portion allocated to paying teachers' salaries, as they constituted a large portion of the employed workforce. This study aimed to assess the effect of saving literacy on investment decisions among public secondary school teachers in Meru County, Kenya. It investigated why teachers in Meru County struggled to invest for their future and explored the role of their financial literacy in contributing to this issue, as indicated in the Solution SACCO annual report for the year 2022. The study was anchored under Financial Literacy Theory. Empirical analysis was conducted based on the study's objectives and conceptual framework. The target population for the study consisted of 1,825 teachers from public secondary schools in Meru County. A descriptive research design was employed, gathering data from primary and secondary sources. Purposive sampling was used to select accessible schools in the nine sub-counties within Meru County, while a simple random sampling technique was applied to select 328 respondents. A self-administered questionnaire was tested on 30 respondents from Tharaka Nithi County, constituting 10% of the sample size, and feedback from the university supervisors was used to address any ambiguities or irrelevant questions. The researcher distributed and collected questionnaires using the drop-and-pick method. After collecting the data from the field, it was reviewed to identify errors such as spelling mistakes and unanswered questions. The data was then coded and entered into the Statistical Package for Social Sciences (SPSS) for analysis. The findings were presented through tables, and regression analysis, ANOVA tests, and coefficients of determination were conducted to examine correlations and establish the model equation. Descriptive statistics were used to calculate mean values and standard deviations, and Pearson correlation analysis was employed for hypothesis testing. Subsequently, the findings were compiled into summaries, reports, and frequency distribution tables. The analysis of multiple regression indicated that the R^2 value stood at is 0.691, suggesting that the variables related to financial literacy accounts for 69.1% of change for variation in investment decisions made by TSC teachers in public secondary schools in Meru County. The findings concluded that employees generally exhibit prudent financial practices, as seen in their efforts to avoid loan defaults, read credit terms carefully, repay borrowed money promptly, and use unsecured loans judiciously. The study recommended for adoption of a culture that emphasizes saving and investing among teachers in the Teaching Service Commission (TSC) and suggest for an attempt to explore non-economic elements that might affect teachers' investment decision-making processes. KEY WORDS; saving, financial literacy,

Practicality of Case Study Assessment Practice in Enhancing Students’ Active Learning in English Subject in Public Secondary Schools in Same District, Tanzania

The aim of this study was to investigate practicality of case study assessment practice in enhancing students’ English active learning in English subject in public secondary schools in Same district, Tanzania. The study was guided by Discovery learning theory. The study employed mixed methods approach whereby convergent research design was used to collect quantitative and qualitative data in one phase. Target population for this study included District Quality Assurance Officers, public Secondary School English language teachers, heads of language departments and form three students in public Secondary School in Same District. Stratified random and purposive sampling techniques were used to determine the study sample that consisted of 402 respondents. The study used questionnaires and interview guides in data collection. Quantitative data was analyzed using descriptive statistics in form of percentages, frequencies and mean scores whereas qualitative data from the interview guides was analyzed thematically by transcribing information, coding them and generating themes according to the research questions. The researcher considered research ethics such as confidentiality and anonymity. The study found that teachers in public secondary schools in Same district use to a low extent flipped classroom in assessment processes. The study revealed that, project-based assessment practices are rarely used in public Secondary Schools in Same district. Thus, the study concluded that case studies assessment practices were used public Secondary Schools of Same district by small number of teachers. The study recommends the government should prioritize more on resources, and teacher training to improve case studies assessment practices, ensuring practicality and supporting schools in promoting student active learning.

Differences in job satisfaction of male and female teachers in private and public secondary schools

BackgroundPositive feelings about one’s work are referred to as job satisfaction. On the other hand, a bad attitude regarding one's employment is job discontent. In mainstream research, studies on work satisfaction are commonplace. There have been thousands of research done all around the world. Teachers at secondary schools in Pakistan are taking the lead in conducting research on work satisfaction, despite the fact that this field is still underutilized.Aim and objectivesThe current study’s goal was to find out how satisfied male and female instructors were with their jobs in Bahawalpur, Pakistan’s private and public secondary schools. Teachers employed at Pakistan’s public and private schools in Bahawalpur were the study’s targeted demographic, which was chosen for this cross-sectional quantitative investigation. Random sampling was used in the selection of the research sample.MethodThere were five hundred male and female secondary school teachers in the final sample. The survey was self-administered using a 36-item structured questionnaire by good docs. Descriptive and inferential statistics were employed in the data analysis to examine the collected information. The participants were categorized based on their age, gender, experience, qualifications, and type of institution (public vs. private) in order to determine the difference in work satisfactions using one-way ANOVA and an independent sample t-test.FindingsThe findings showed that compared to male instructors, female teachers had higher levels of satisfaction. ConclusionThe research investigated that different public and private school teachers' work satisfactions are based on factors including age, experience, and qualifications.LimitationsThe research findings may not be applicable to other school districts and a sizable population living in Bahawalpur, Pakistan. The author selected a broad sample of teachers (male/female) from public and private schools.Managerial implicationsThe current study was to characterize the elements that lead to teacher satisfaction and discontent among secondary school instructors in Bahawalpur, Pakistan.

Resourceful Solidarity and Classroom Liability of Language Teachers in Public Secondary Schools

This study examined the relationship between resourceful solidarity and classroom obligations among public secondary school language teachers in Manay District, Davao Oriental, Philippines. Utilizing a correlational research design, data were collected from all 131 language teachers in the district. Mean, Pearson r, and regression analysis were employed to analyze the data. Results indicated high levels of resourceful solidarity and moderate levels of classroom obligations among teachers. A significant positive relationship was found between these two variables, with specific dimensions of resourceful solidarity influencing classroom obligations. Based on these findings, it is recommended that school administrators provide ongoing professional development to enhance teachers' collaborative capacity and implement supportive systems to strengthen their classroom practices.

The Extent to Which Teachers Perceive Open Performance Appraisal System in Enhancing Work Commitment in Public Secondary Schools in Moshi District, Tanzania

The study investigated the extent to which teachers perceive OPRAS in enhancing their work commitment in public secondary schools in Moshi District, Tanzania. The study was guided by one research question for which the researcher searched for a response. The study was guided by the Management by Objectives theory (MBO), which was propounded by Peter Drucker in 1954. Convergent Research Design under Mixed Research Methods was adopted. The target population was 1239 teachers, 10 heads of schools, one DSEO and one TCS secretary. The study used total population and stratified random sampling techniques to determine the study sample, which consisted of 136 respondents. Instruments for data collection were questionnaires and In-depth interview guides. Face and content validity was ensured by three MWECAU research experts. Pilot testing was done in two public secondary schools. The reliability was aided by the Likert-items type, which was estimated using Cronbach's Alpha, whereby the results obtained from the teachers' questionnaire were 0.74. Triangulation and peer debriefing were used to ensure the reliability of the interview guide. Descriptive statistics were used to analyze quantitative data in frequencies, means and percentages and presented in tables with the aid of SPSS version 22. Qualitative data were transcribed and analyzed thematically. The study found that teachers in public secondary schools perceive negatively that OPRAS enhance work commitment in public secondary schools. Some teachers do not believe that OPRAS effectively enhances their overall job dedication and engagement. This negative perception highlights a gap between teachers who had expectations and those who perceived the effectiveness of the OPRAS system. The study recommends that the government should come up with practical mechanisms to ensure that all teachers work effectively and efficiently in order to improve general organizational performance.

IMPACT OF SCHOOL PRINCIPAL’S FEEDBACK COMMUNICATION SKILLS TO THE PUBLIC SECONDARY TEACHERS’ JOB SATISFACTION

The main purpose of the study was to determine the relationship of principal’s feedback communication skills in terms of feedback quality, feedback tone, empathy and openness to dialogue and public secondary teachers’ job satisfaction in terms of work environment, job responsibilities, work-life balance, and professional development. Utilizing the descriptive quantitative which applied correlational research design, this study sought to find out the relationship of the two variables. The study used two adapted instruments for principal’s feedback communication skills and job satisfaction. The principal’s feedback communication skills were a 20-item survey questions, in terms of feedback quality, feedback tone, empathy, and openness to dialogue and for public secondary teachers’ job satisfaction was a 20-item survey questions as to work environment, job responsibilities, work-life balance, and professional development. The study found that there was a significant relationship between principal’s feedback communication skills and public secondary school teachers’ job satisfaction. The result showed that the teacher’s job satisfaction was influenced by the principal’s feedback communication skills. KEYWORDS: feedback communication skills, job satisfaction, correlational research design

Bridging the Generational Gap between the Teachers and Students in the Utilization of Modern Technology in the Teaching Methods in Public Secondary Schools in Delta State

Purpose: The study focused on bridging the generational gap between the teachers and students in the utilization of modern technology in the teaching methods in secondary schools in Delta State. Two research questions were raised and two null hypotheses were formulated in the study. Methodology: The descriptive survey design was used. The population for this study comprised all public secondary school principals and teachers in Delta State. The sample for this study was 1533 and it is made up of 100 principals and 1433 teachers in Delta State public secondary schools selected from 12 Local Government Areas. Principals represented 50% while teachers represent 10% of the population. A self developed questionnaire was design titled “Bridging the Generational gap between the Teachers and Students in the Utilization of Modern Technology Questionnaire (BGTSUMTQ)”, validated and its reliability equally determined via a pilot study using test re-test reliability technique with a coefficient index of 0.96 was used. The research questions raised were answered using percentage for the study. The researcher employed descriptive statistic of mean scores and standard deviation to provide answers to the research questions while Pearson Product Moment Statistics was used to test the hypotheses at 0.05 level of significance. Findings: The findings revealed that there are factors that are associated with the utilization of modern technology in teaching methods in public secondary schools in Delta State. The use of technology in education is influenced by the following factors such as teacher factor, organizational factor, technological factor and student factor. It also showed that there are strategies to be adopted to improve teachers and students in the utilization of modern technology in teaching methods in public secondary schools in Delta State. Unique contribution to theory, practice and policy: Based on the findings, it therefore concluded that as a catalyst for massive change, technology has improved our existing understanding by assisting educators and students in making the most use of cutting-edge teaching techniques in Delta State public secondary schools.