Factors Influencing Teachers' Online Teaching Competence in Higher Education

Benjamin Aidoo, Allyson Macdonald, Alexander Obiri Gyampoh, Kennedy Ameyaw Baah, Johnson Tsyawo

Research output: Contribution to journalArticlepeer-review


The purpose of this research was to determine Ghanaian teachers' competencies in delivering online lessons. Transitioning face-to-face instructions to an online environment presents difficulties for instructors, particularly teachers and students doing so for the first time. The researchers explore how teachers in disrupted schools use information and communications technology (ICT) in their classrooms that differ in several ways from the regular classroom. The researchers investigated the factors influencing teachers' online instruction competence. A questionnaire was used to collect data from teachers in three teacher training colleges in Ghana in the 2021 academic year. Results showed that teachers had adequate knowledge of ICT. Also, ICT knowledge was strongly correlated to ICT usage. Regression analysis revealed that teachers could become competent and effectively teach online courses by having adequate knowledge, regularly using ICT, and receiving technical support from the institution. These findings suggest that teachers need sufficient knowledge and support to use computers to become competent in integrating ICT into their online course delivery.
Original languageEnglish
JournalSocial Education Research
Publication statusPublished - 21 Feb 2022

Other keywords

  • COVID-19
  • Online teaching
  • Competence
  • ICT knowlegde
  • Professional development


Dive into the research topics of 'Factors Influencing Teachers' Online Teaching Competence in Higher Education'. Together they form a unique fingerprint.

Cite this