A survey of virtual instructional competence among tourism teachers in secondary schools, Calabar South local Government Area, Nigeria

This single variable research was carried out to survey virtual instructional competence among tourism teachers in secondary schools in Calabar South Local Government Area, Nigeria. Five research questions and one hypothesis were posed to assess virtual instructional competence variables. Descriptive Survey design was adopted for the study. Stratified Simple random and purposive sampling techniques were used to select sixty (60) tourism teachers in both public and private secondary schools. The instrument for data collection was a well-structured questionnaire. Mean, simple percentage and independent t-test analysis were considered most appropriate for data analysis. The result of the analysis showed that professional competence has the highest status, followed by knowledge of subject matter and interpersonal skills. Male teachers were more competent with virtual instructional competence than their female tourism counterparts. The teachers with 1-5 years teaching experience and those with above 15 years of teaching experience readily embraced virtual competence. One challenge of virtual instruction is that tourism teachers found it difficult to cope with virtual instructional delivery but prefer the traditional face to face interaction. It was recommended that tourism teachers in secondary schools in Calabar South Local Government Area should be encouraged to adapt to the trending issue of virtual instruction delivery.

Automated summary

This study aimed to assess virtual instructional competence among tourism teachers in secondary schools in Calabar South Local Government Area, Nigeria. The findings showed that professional competence was the most important factor, followed by knowledge of subject matter and interpersonal skills. Male teachers demonstrated higher virtual instructional competence compared to female teachers. Teachers with 1-5 years teaching experience and those with more than 15 years teaching experience were more receptive to virtual competence.