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To ensure effective teaching and learning of Library and information science in schools, adequate information, and communication technology skills of teachers are sacrosanct. Thus, this study assessed the level of information and communication technology abilities among secondary school teachers, as well as their attitudes about virtual teaching. In addition, the investigation was intended to see if there is a link between respondents' attitudes about virtual teaching and their ability to use virtual technologies and whether there is a location gap between the study variables. The study's participants are all secondary school teachers in Nigeria's Anambra state public schools. Multi-stage sampling yielded a sample of 489 teachers. The study employed a descriptive and correlational survey research approach. Descriptive statistics, the t-test, and the Pearson Product Moment Correlation Coefficient were used to examine the data. According to the findings of this study, secondary school teachers in Anambra state have a low level of ICT abilities. Teachers' ICT abilities and attitudes toward virtual teaching are influenced by their location. Teachers' ICT abilities have a strong and favourable association with their attitude toward virtual instruction. These findings implicate the teaching of Library and Information Science in the sense that effective teaching of information science can be achieved when teachers demonstrate good abilities and positive attitudes to virtual teaching.