Gender Differences in Technological Competence among Science Teachers: Implications

Abstract

In order for teachers to teach effectively in the digital platform, teachers must possess a requisite – technological competence. Therefore, the need to determine teachers’ technological competence comes to the fore as teachers shift from the traditional face to face instruction to online teaching. Toward this end, this study enlisted a total of 256 Science teachers (60.6% or 168 are females) with an age range of 21-62 (mean age = 36.88, standard deviation = 10.83). Moreover, the investigation intended to determine whether a gender divide exists with respect to the technological competence of the respondents through the use of a validated and reliability tested adopted questionnaire. The findings revealed that the teachers estimated themselves to be technologically ‘competent’. Furthermore, gender difference in technological competence persists.