Based on the experiences of COVID-19 lockdown period, effectiveness of virtual schooling in Nigerian secondary schools has been questioned. School teachers are considered as not technically competent to masterly deploy online instructional method. Thus, using Ife-East Local Government Area in the South-West Region of the country as a case study, disposition of the teachers to web-based teaching is appraised in this study. Questionnaire was administered to 20 teachers, whose selection was random and conditioned on their involvements in virtual teaching during the lockdown days. Statistical tools are used to analyze the obtained responses. It is found that while the level of adoption of virtual teaching technology and practices by schools during the pandemic was very poor, the teachers were found to have a fairly well disposition to the teaching approach with a grand mean score of 2.74 on a benchmark of 2.50 on 5.0 scale. It is concluded that with availability of required facilities, opportunities for further training, continuous capacity-building workshops and provision of enabling environments, Nigerian school teachers are inherently capable of finding their fits within the evolving global trend of digitalized education system.
Keywords: virtual teaching, COVID-19 pandemic, Nigeria, secondary school level, perceptions, teachers