Quality of science and mathematics teaching depends upon the psychological readiness and pedagogical skills of the teachers. However, the outbreak of COVID – 19 pandemics has negatively affected the teaching and learning of science and mathematics and make it more demanding than before hence, the importance of digital transformation in teaching and learning cannot be overemphasized. The study investigated the science and mathematics teachers’ psychological readiness and pedagogical skills in this pandemic era. The population of the study comprised of science and mathematics teachers in senior secondary schools in Ekiti State, Nigeria. Purposive sampling techniques were used to select a total of 1,600 science and mathematics teachers at equal representation from all the Local Government Area Councils of the State. Instruments used include Psychological Readiness Checklist (PRC) and Pedagogical Content Knowledge Instrument (PCKI) adapted from Lee Shulman (1996). The two instruments were validated, and the reliability coefficient was 0.87 and 0.88 respectively. The findings showed that psychological readiness of science and mathematics teachers were below average with that of mathematics teacher showed a lower ratio while the pedagogical content knowledge coefficient of science and mathematics teachers were above average with that of science teachers showed a higher ratio. Qualification has effect on science and mathematics teachers’ psychological readiness and pedagogical skills while gender does not have a significant influence. It is then recommended that periodic training and retraining of science and mathematics teachers is bedrock to effective and efficient teaching of this subject matter in schools.
Psychological readiness, Pedagogical content knowledge, science and mathematics, digital teaching and learning, COVID-19
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