Abstract

This research delved into the assessment of the proficiency of science educators in
formulating and executing online lessons within secondary schools in Uganda. Employing a
quantitative methodology with a cross-sectional survey design, the study developed a
questionnaire to evaluate the online teaching competencies of secondary school science
teachers. The questionnaire was disseminated electronically, resulting in 50 respondents
within a one-month timeframe. Data analysis encompassed the use of descriptive statistics
and multivariate analysis of variance (MANOVA). The research findings disclosed that while
science teachers exhibited competence in online teaching, course design, digital
communication, and basic computer skills, they displayed some limitations in advanced
computer skills and the utilization of Learning Management Systems. Furthermore, the study
identified factors such as school location and the academic qualifications of teachers as
overarching influences on the competency of science teachers in designing and
implementing online lessons. In light of these findings, the study recommends the
organization of professional development courses to enhance teachers' readiness for
conducting online classes. Additionally, it underscores the importance of electrifying and
equipping schools, especially those in rural areas, with the requisite infrastructure and
resources