Abstract

This study examined digital teaching as a correlate of teachers’ professional development and instructional performance in secondary schools in Ikom Education Zone of Cross River State. The research sought to determine the extent to which teachers use digital teaching tools, how these tools influence their professional development, and their effect on instructional performance. The study adopted a descriptive survey design, involving 300 teachers selected through stratified random sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics and Pearson’s Product-Moment Correlation to test the hypothesized relationships at a 0.05 level of significance. Findings revealed that teachers moderately integrate digital teaching into classroom instruction. Digital teaching was found to significantly enhance teachers’ professional development by equipping them with contemporary pedagogical skills and improving instructional planning and delivery. Additionally, there was a significant positive relationship between the use of digital teaching and teachers’ instructional performance. The study concluded that effective integration of digital teaching positively influences teachers’ professional growth and performance, highlighting the need for systematic training, provision of technological resources, and policy support to optimize teaching outcomes. The study recommends that school authorities and policymakers prioritize continuous professional development programs and strengthen digital infrastructure to enhance teacher effectiveness in the Ikom Education Zone.