TEACHERS PREPAREDNESS AND DIGITAL LEARNING MANAGEMENT IN POST-COVID-19: A CASE STUDY OF SECONDARY SCHOOLS IN NORTHBANK SETTLEMENT, MAKURDI, BENUE STATE

Abstract

This study examines teachers’ preparedness and digital learning management in secondary schools within the NorthBank settlement of Makurdi, Benue State, in the post-COVID-19 era. The COVID-19 pandemic exposed significant weaknesses in school management, infrastructure, and digital capacity, disrupting teaching and learning across the community. Using a survey research design, data were collected from 370 teachers and principals in public and private secondary schools to assess challenges, strategies, and management responses adopted during and after the pandemic. Findings revealed that inadequate ICT infrastructure, poor internet connectivity, insufficient teacher training, and lack of digital tools hindered the continuity of learning. Despite these constraints, some schools adopted innovative local approaches, such as community learning centers and mobile-based communication for instruction. The study concludes that sustainable educational recovery in NorthBank requires targeted investment in ICT infrastructure, continuous digital skills training for teachers, and stronger policy frameworks for crisis management. Recommendations include promoting digital inclusivity, building adaptive management capacity, and ensuring psychosocial support for teachers and students to enhance postpandemic educational resilience.