Adaptation of Pedagogical Practices of Secondary School Teachers in the Post-COVID-19 Phase: A study of Technology Integration.

Abstract

The post-COVID-19 educational landscape has necessitated substantial transformation in teachers’ instructional practices, particularly through the integration of digital technologies. The present study investigates the adaptation of pedagogical practices among secondary school teachers in Chennai district in relation to technology integration. A quantitative normative survey design was employed, and data were collected from 106 teachers using validated scales on pedagogical adaptation and technology integration. Statistical techniques such as mean, standard deviation, t-test, ANOVA, and Pearson’s correlation were applied for analysis. The findings reveal that teachers demonstrate a moderate level of pedagogical adaptation and technology usage. Significant differences were observed with respect to type of school management and teaching experience, whereas gender differences were comparatively minimal. Further, a strong positive relationship was identified between technology integration and pedagogical adaptation, indicating that effective use of digital tools enhances adaptive teaching practices. The study highlights the importance of continuous professional development, institutional support, and infrastructure improvement for sustainable pedagogical transformation in the post-pandemic educational context.