Despite the numerous advantages of the online mode of instruction in terms of flexible learning methods, convenience, broader coverage and its ability to ensure that no child was ignored educationally during the COVID-19 lockdown, teachers found it difficult to cope with such an approach. A survey was conducted on teachers' interests, competencies, and awareness of the online mode of instruction and its possible problems. The snowball sampling technique was used to identify 377 teachers at all levels of education in Nigeria during the lockdown. Amongst the outcomes of the study, it was revealed that teachers were fully competent in online teaching, thus encouraging them to continue using the approach after the COVID-19 pandemic. Support from private organisations, especially in the provision of subsidised technology devices and organisation of skills development programmes for teachers at all levels of education, will enhance their competency and performance in the ‘new normal’ generation. 

Ademola, I. A., Okebukola, P. A., Oladejo, A. I., & Onowugbeda, F. U. (2021). Teachers ’ Qualifications and Teaching Experience : Impact on Quality Assurance in Nigeria Secondary Education. NOUN Journal of Management and International Development (NOUN-JOMAID), 6(1). https://www.researchgate.net/publication/360334796_Teachers’_Qualifications_and_Teaching_Experience_Impact_on_Quality_Assurance_in_Nigeria_Secondary_Education

Adetayo, J. O. (2016). Teachers’ Factors as Determinants of the Professional Competence of the Nigeria Certificate in Education Teachers. Journal of Education and Practice, 7(13), 1–11. www.iiste.org

Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. doi: https://doi.org/10.1016/J.IJEDRO.2020.100011

Ahiatrogah, P. D. (2017). Gender Dimension in the Development of Effective Teaching Skills among University of Cape Coast (Ucc) Distance Education Students. World Journal of Education, 7(4). doi: https://doi.org/10.5430/wje.v7n4p12

Albrahim, F. A. (2020). Online Teaching Skills and Competencies. TOJET: The Turkish Online Journal of Educational Technology, 19(1). 9-20. https://files.eric.ed.gov/fulltext/EJ1239983.pdf

Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214–222. doi: https://doi.org/10.1016/j.chb.2019.08.018

Bao, W. (2020). COVID ‐19 and online teaching in higher education: A case study of Peking University . Human Behavior and Emerging Technologies, 2(2), 113–115. doi: https://doi.org/10.1002/HBE2.191

Baranova, T., Kobicheva, A., & Tokareva, E. (2021). Total Transition to Online Learning: Students’ and Teachers’ Motivation and Attitudes. In D. Bylieva, A. Nordmann, O. Shipunova, & V. Volkova (Eds.), Lecture Notes in Networks and Systems 184 Knowledge in the Information Society (pp. 301–310). Springer Nature. https://link.springer.com/content/pdf/10.1007/978-981-10-0700-2.pdf

Boadu, G. (2022). Why was inquiry practice not there? Analysis of demand-resource empirics of classroom pedagogy. Educational Review, 1–25. doi: https://doi.org/10.1080/00131911.2022.2066631

Bonney, E. A., Amoah, D. F., Micah, S. A., & Lemaire, M. B. (2015). The Relationship between the Quality of Teachers and Pupils Academic Performance in the STMA Junior High Schools of the Western Region of Ghana. Journal of Education and Practice, 6(24), 139–150. www.iiste.org

Brinkley, K. E. (2016). Learning to Teach Online : An Investigation of the Impacts of Faculty Development Training on Teaching Effectiveness and Attitudes toward Online Instruction [University of Tennessee]. https://trace.tennessee.edu/utk_graddiss/4127

Cole, L., Kingsbury, L., Zidon, M., & Ph, D. (2016). Successful Online Learning in Teacher Education: What do Teachers and Students Need? Teaching & Learning: The Journal of Natural Inquiry and Reflective Practice, 4, 1–34.

Copriady, J. (2014). Self-motivation as a mediator for teachers’ readiness in applying ict in teaching and learning. TOJET: The Turkish Online Journal of Educational Technology, 13(4), 116-123. https://files.eric.ed.gov/fulltext/EJ1043180.pdf

Cuadrado-García, M., Ruiz-Molina, M.-E., & Montoro-Pons, J. D. (2010). Are there gender differences in e-learning use and assessment? Evidence from an interuniversity online project in Europe. Procedia Social and Behavioral Sciences, 2, 367–371. doi: https://doi.org/10.1016/j.sbspro.2010.03.027

Darling-Hammond, L. (1998). Teachers and teaching: Testing policy hypotheses from a national commission report. Educational Researcher, 27(1), 5–15. doi: https://doi.org/10.3102/0013189X027001005

Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-Determination in a Work Organization. Journal of Applied Psychology, 74(4), 580–590. doi: https://doi.org/10.1037/0021-9010.74.4.580

Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. Handbook of Theories of Social Psychology: Volume 1, 416–437. doi: https://doi.org/10.4135/9781446249215.N21

Demir Kaymak, Z., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Educational Sciences: Theory & Practice, 13(3), 1792–1797. doi: https://doi.org/10.12738/estp.2013.3.1580

DeVellis, R. F. (2003). Scale development: Theory and applications. In Sage (2nd ed.). Sage. https://fliphtml5.com/wmkd/bibu/basic

De Vellis, R. F. (2003). Scale development: Theory and applications (2nd ed., Vol. 26). Thousand Oaks, CA: Sage Publications.

Eickelmann, B., & Vennemann, M. (2017). Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries: European Educational Research Journal, 16(6), 733–761. doi: https://doi.org/10.1177/1474904117725899

Eze, U. N., Sefotho, M. M., Onyishi, C. N., & Eseadi, C. (2021). Impact of COVID-19 pandemic on Education in Nigeria: Impact of COVID-19 pandemic on Education in Nigeria: Implications for Policy and Practice of e-learning Implications for Policy and Practice of e-learning Impact of COVID-19 pandemic on Education in Nig. Library Philosophy and Practice (e-Journal)., 5651, 1–36. https://digitalcommons.unl.edu/libphilprac

Fish, W. W., & Gill, P. B. (2009). Perceptions of online instruction among university faculty . The Turkish Online Journal of Educational Technology – TOJET, 8(1), 1303–6521.

Gert, V. D. (2013). How to determine population and survey sample size? Check Market-Market Research. https://www.checkmarket.com/blog/how-to-estimate-your-population-and-survey-sample-size/

Griethuijsen, R. A. L. F. van, Eijck, M. W. van, Haste, H., Brok, P. J. den, Skinner, N. C., Mansour, N., Gencer, A. S., & BouJaoude, S. (2007). Global Patterns in Students’ Views of Science and Interest in Science. Research in Science Education, 45(4), 581–603. doi: https://doi.org/10.1007/s11165-014-9438-6

Gurung, D. S. (2021). Challanges faced by teachers in online teaching during Covid-19 pandemic. The Online Journal of Distance Education and E-Learning, 9(1), 8-18. https://tojdel.net/journals/tojdel/articles/v09i01/v09i01-02.pdf

Gururaja, C. S. (2021). Teacher' s Attitude towards Online Teaching. National Virtual Conference New Education Policy: A Quality Enhancer for Inculcation of Human Values in Higher Education Institutions, July, 397–405. https://www.researchgate.net/publication/353336812_Teachers_Attitude_towards_Online_Teaching

Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1-18. doi: https://doi.org/10.1080/2331186X.2016.1217819

Hartnett, M. (2016). The Importance of Motivation in Online Learning. In: Motivation in Online Education. pp. 5-32. Springer, Singapore. doi: https://doi.org/10.1007/978-981-10-0700-2_2

Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers and Education, 94, 120–133. doi: https://doi.org/10.1016/j.compedu.2015.11.012

Itasanmi, S. A., Ekpenyong, V. O., Akintolu, M., & Ajani, O. A. (2022). A Predicting Analysis of Academic Staff ’ s Motivation to Teach Online in a Nigerian University. The Electronic Journal of E-Learning, 20(3), 284–295. doi: https://doi.org/10.34190/ejel.20.3.2123

Kamal, T., & Illiyan, A. (2021). School teachers’ perception and challenges towards online teaching during COVID-19 pandemic in India: an econometric analysis. Asian Association of Open Universities Journal, 16(3), 311–325. doi: https://doi.org/10.1108/aaouj-10-2021-0122

Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and Challenges for Teaching Successful Online Courses in Higher Education: A Literature Review. Journal of Educational Technology Systems, 46(1), 4–29. doi: https://doi.org/10.1177/0047239516661713

Kim, K.-J., & Bonk, C. J. (1996). The Future of and Learning Education: The Survey Says…. Educause Quarterly, 14(4), 22–30. doi: https://doi.org/10.1016/S0889-8537(05)70296-0

Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning? Internet and Higher Education, 15(4), 247–254. doi: https://doi.org/10.1016/j.iheduc.2011.12.002

Lee, J.-L., & Hirumi, A. (2005). Analysis of essential skills and knowledge for teaching online. International Conference Association for Educational Communications and Technology Annual Meeting, 534–540. https://www.learntechlib.org/p/76933/

Liu, S. (2022). Critical Theory and Curriculum Studies. Routledge doi: https://doi.org/10.4324/9781138609877-REE47-1

Markauskaite, L. (2006). Gender issues in preservice teachers’ training: ICT literacy and online learning. Australasian Journal of Educational Technology, 22(1), 1–20. doi: https://doi.org/10.14742/ajet.1304

Martin, F., Budhrani, K., Wang, C., Martin, F., Budhrani, K., & Wang, C. (2019). Examining Faculty Perception of Their Readiness to Teach Online. Online Learning Journal, 23(3), 97–119. doi: https://doi.org/10.24059/olj.v23i3.1555

Muhammad, L. (2021). the Effects of Teachers’ Academic Qualification and Experience on Students’ Achievement and Interest in Accounting in Kaduna State. Global Journal of Education, Humanities and Management Sciences (GOJEHMS), 3(1), 242–252.

Muñoz Carril, P. C., Sanmamed, M. G., & Hernández Sellés, N. (2013). Pedagogical roles and competencies of university teachers practicing in the E-learning environment. International Review of Research in Open and Distance Learning, 14(3), 462–487. doi: https://doi.org/10.19173/irrodl.v14i3.1477

O’g’li, B. A. L., & Qizi, Q. G. A. (2022). The Role of Non-Traditional Forms of Teaching that Increase the Effectiveness of Learning a Foreign Language. Central Asian Journal of Theoretical & Applied Sciences, 3(5), 317–327. https://cajotas.centralasianstudies.org/index.php/CAJOTAS/article/view/534

Ofojebe, W., & Ezugoh, C. (2010). Teachers’ motivation and its influence on quality assurance in the Nigerian educational system., African Res. Rev, 4(2) . African Research Review, 4(2), 398–417. doi: https://doi.org/10.4314/afrrev.v4i2.58352

Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using SPSS. In Automotive Industries AI (4th edition, Vol. 181, Issue 4). Allen & Unwin.

Rohaan, E. J., Taconis, R., & Jochems, W. M. G. (2009). Measuring teachers’ pedagogical content knowledge in primary technology education. Research in Science & Technological Education, 27(3), 327–338. doi: https://doi.org/10.1080/02635140903162652

Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling teachers’ readiness for online teaching and learning in higher education: Who’s ready? Computers in Human Behavior, 118(October 2020), 106675. doi: https://doi.org/10.1016/j.chb.2020.106675

Selvi, K. (2010). Motivating factors in online courses. Procedia Social and Behavioral Sciences, 2, 819–824. doi: https://doi.org/10.1016/j.sbspro.2010.03.110

Sørebø, Ø., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009). The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology. Computers and Education, 53(4), 1177–1187. doi: https://doi.org/10.1016/j.compedu.2009.06.001

Stenfors-Hayes, T., Weurlander, M., Dahlgren, L. O., & Hult, H. (2010). Medical teachers’ professional development – perceived barriers and opportunities. Teaching in Higher Education, 15(4), 399–408. doi: https://doi.org/10.1080/13562517.2010.493352

Suryanti, S., Sutaji, D., Nusantara, T., & Subanji. (2021). An Assessment of Teachers’ Readiness for Online Teaching. Journal of Physics: Conference Series, 1933(1). doi: https://doi.org/10.1088/1742-6596/1933/1/012117

Van Den Broeck, A., Ferris, D. L., Chang, C.-H., & Rosen, C. C. (2016). A Review of Self-Determination Theory’s Basic Psychological Needs at Work. Journal of Management, 42(5), 1195–1229. doi: https://doi.org/10.1177/0149206316632058

Varol, F. (2013). Elementary School Teachers and Teaching with Technology. TOJET: The Turkish Online Journal of Educational Technology, 12(3), 85-90.

Ventouris, A., Panourgia, C., & Hodge, S. (2021). Teachers’ perceptions of the impact of technology on children and young people’s emotions and behaviours. International Journal of Educational Research Open, 2, 100081. doi: https://doi.org/10.1016/J.IJEDRO.2021.100081

Wenham, C., Smith, J., Davies, S. E., Feng, H., Grépin, K. A., Harman, S., Herten-Crabb, A., & Morgan, R. (2020). Women are most affected by pandemics - lessons from past outbreaks. Nature, 583(7815), 194–198. doi: https://doi.org/10.1038/D41586-020-02006-Z

Yengin, L., Karahoca, D., Karahoca, A., & Yücel, A. (2010). Roles of teachers in e-learning: How to engage students & how to get free e-learning and the future. Procedia Social and Behavioral Sciences, 2, 5775–5787. doi: https://doi.org/10.1016/j.sbspro.2010.03.942

Yu, Z. (2021). The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic. International Journal of Educational Technology in Higher Education, 18(1), 1-17. doi: https://doi.org/10.1186/s41239-021-00252-3

Zhao, Y., Tan, S. H., & Mishra, P. (2000). Teaching and learning: Whose computer it? Journal of Adolescent & Adult Literacy, December, 161–171.