Abstract

The infusion of cyber technology in education enthused researchers to investigate teachers’ digital citizenship. This study assessed and examined relationships between the socio-demographic profile, cyber ethics and cybercrime law awareness of senior high school teachers, and their cyber ethics practices. To determine this, an online survey and self-administered printed questionnaire were answered by 71 teacher respondents. The study revealed that senior high teachers, in general, are fully aware of cyber ethics, yet moderately aware of cybercrime laws. Using the Spearman rho to determine connections between teachers’ socio-demographic profile, cyber ethics and cybercrime law awareness, and their cyber ethics practices, the findings showed no significant relationship between the respondents’ socio-demographic profile and level of awareness. However, certain teacher-respondents’ socio-demographic traits were noted to be statistically associated with their cyber ethics practices. Specifically, age, academic specialization, educational qualifications, and employment status were significantly related to their practices in using the internet and social media, downloading materials from the internet, and invading privacy. The study further observed that teachers’ cyber ethics awareness has no relation with cyber ethics practices. Rather, a significant correlation was revealed between teachers’ cybercrime law awareness and their behaviors in using the internet and social media, and in downloading materials from the internet. The pandemic environment and restrictions limited the expanse and findings of this study. Hence, further studies on the topic are recommended.