ABSTRACT
Using the Capability Approach as a theoretical lens, this study employed mixed methods to examine teachers' capacity to deliver teaching across school types during closures caused by the COVID-19 pandemic in Nigeria. The data analysed for this study was collected using an online survey and semi-structured interviews via phone with 1901 respondents, including teachers. This study investigated the support and resources available to teachers to contribute to quality teaching remotely using online learning platforms. Our findings showed that even with the expectation for teachers to continue teaching in a pandemic, many teachers in Nigeria lacked the pedagogical competencies and resources to deliver teaching remotely or virtually. We, therefore, recommend an urgent need for ministries of education to prioritise addressing challenges confronting teachers and equip them with the required pedagogical competencies and resources to deliver online learning even during a humanitarian emergency.