Veritatis Gaudium: Multidisciplinary Journal of Postgraduate Studies

This study examined the effect of educational technology adoption on the job performance of private school teachers in Kubwa and Gwarinpa, Abuja. It assessed technology competency, technology usage frequency, technology access, and institutional support. A descriptive cross-sectional survey was conducted among teachers in selected private nursery, primary, and secondary schools. From a population base of 32,489 teachers and a planned sample of 395, 346 usable questionnaires were analyzed. The instrument used a five-point response scale and demonstrated satisfactory reliability, with Cronbach's alpha coefficients ranging from .761 to .867. Descriptive statistics, Pearson correlations, and multiple regression were computed in SPSS 28. The predictors jointly explained 17.5% of the variance in teacher job performance, R = .419, R² = .175, adjusted R² = .166, F(4, 341) = 18.140, p = .001. Technology usage frequency was the strongest positive predictor (β = .433, p = .001). Technology access had a significant negative coefficient after controlling for the other predictors (β = −.217, p = .002). Technology competency (β = .094, p = .125) and institutional support (β = .040, p = .558) were not significant. The findings show that access and skill do not automatically improve performance; productive results depend on consistent, task-relevant use and effective integration. Private schools should embed digital tools in routine instructional work, audit the usability of technology provision, strengthen technical support, and evaluate technology investment against teaching outcomes.

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