Njiiri, G. G., Oigara, P., & Mobisa, J. (2024). Teacher-related factors impacting integration of information and communication technology in teaching in public secondary schools in Naivasha Sub-County, Nakuru County, Kenya. International Research Journal of Social Science Education and Humanities, 6(1). https://www.irjp.org/index.php/IRJSEH/article/view/240
Abstract:
“One of the issues society faces in the twenty-first century is the incorporation of technology into educational techniques. Providing computers and setting up an Internet connection is significantly easier than effectively integrating ICT into the educational process. The purpose of the study was to ascertain how ICT integration in teaching was impacted by teachers’ ICT literacy and by teachers’ perceptions of ICT integration in teaching in public secondary schools in Naivasha Sub-County, Nakuru County, Kenya. The Technological Pedagogical Content Knowledge (TPACK) Model for Technology Integration in Teaching served as the focal point of the study. The study made use of a descriptive survey research design. 607 instructors from 39 public secondary schools participated in the survey. Utilizing a stratified sample, intentional sampling, and simple random sampling, the study’s 242 teachers were selected. A questionnaire was used to gather data. Both descriptive and inferential statistics were applied to the data analysis. According to survey results, teachers had a moderate level of ICT literacy. They also had a positive impression of ICT integration. 35.4% of the variation in the degree of ICT integration in the classroom was explained by the two independent variables in the study (R2 = 0.354). Teachers’ perception (β= 0.118, t (225) = 2.285, p < 0.05) and ICT literacy (β= 0.512, t (225) = 10.143, p < 0.05). The results are anticipated to significantly influence how the government evaluates the National ICT Policy on Education and Digital Learning Programme, which was apparently created to incorporate technology for communication and information (ICT) into instructional practices in Kenyan secondary schools. According to the report, the MOE should regularly host mandatory professional development workshops to equip teachers with the necessary ICT knowledge and proficiency.”