Teacher Related Factors Influencing Integration of Information and Communication Technology in Public Secondary Schools in Narok North Sub-county, Kenya

Abstract

The purpose of this study was to examine the influence of teacher related factors on integration of Information and Communication Technology in public secondary schools in Narok North Sub-County. The objectives of the study sought to establish how teachers’ training on ICT, teachers’ age, and teachers’ gender influence integration of ICT in public secondary schools. The study employed Everett Rogers’ Diffusion of Innovation theory. A descriptive survey method was utilized in this research. Target population included the 20 public secondary schools in Narok North Sub County. The research targeted one Sub-County Quality Assurance Officer, 20 principals and 174 teachers. Stratified sampling technique was used for the study to sample the schools. Therefore out of 20 principals a sample equivalent to 30% or 6 principals were selected randomly. Out of a target population of 174 teachers, 52 teachers which forms 30% of the population was randomly selected. Questionnaires were administered to the teachers while interviews were conducted on the principals and the Sub County Quality Assurance and Standards officer (SCQASO). Descriptive statistics involved calculating frequencies, and percentages while the inferential statistics showed the relationship between the independent and dependent variables using Pearson correlation. There was a significant correlation between gender and technology literacy. The findings established that there was a significant correlation exists between training and technology literacy, knowledge deepening and knowledge creation. The level of training affects ICT integration in secondary schools. Based on the study findings it can be concluded that the gender of teachers influences technology literacy but it does not influence knowledge deepening and knowledge creation among teachers in public secondary schools. The age of teachers influences ICT use which relates to technology literacy and also influence knowledge deepening and knowledge creation among teachers The level of ICT training influences positively technology literacy, training and knowledge deepening and training and knowledge creation in ICT integration for teaching and learning. The study recommends that the Ministry of Education need to support teachers training in integration of ICT for both male and female teachers to be encouraged to develop ICT literacy through training to enable them integrate ICT for teaching thus enhancing on students’ achievement of set goals. Suggestions for further study recommends that a study on factors influencing the integration of ICT in education in the primary schools.