Institutional and headteacher factors influencing integration of Information and Communication Technology in secondary school management in Kamukunji and Starehe districts, Kenya

Abstract

This study sought to establish the institutional and headteacher factors influencing integration of information and communication technology in secondary school management in Kamukunji and Starehe Districts, Kenya. It set out to establish the influence of headteachers perception, experience of teachers in ICT, training of teachers, school policy and lCT infrastructure in lCT integration in management. The study was guided by five objectives and five research questions related to the objectives. The objectives were to establish to what extent the headteachers perceptions towards lCT influence its integration in secondary school management; establish the extent to which experience in lCT influences its integration in school management; determine how training of teachers in lCT influences its integration in secondary school management; identify to what extent school policy on lCT influences its integration in school management and determine how access to ICT infrastructure influences its integration in secondary school management. A survey research design was adopted for the study. The target population included principals, deputy headteachers and heads of departments from public secondary schools in Kamukunji and Starehe Districts. All the 18 principals, all 18 deputy headteachers and 90 heads of departments were used for the study. The study used both probability and non probability sampling methods. Data was collected using questionnaires and observation schedule. Data was analysed using quantitative approach which involved descriptive statistical procedures. The study established that institutional factors have influence on the integration of lCT in management. Majority of the schools did not have adequate lCT infrastructure to support lCT integration in management. The study also established that lCT skills were inadequate for lCT integration. The study also established that lCT policy was lacking in most schools. Perception held by the principals and teachers had a significant influence on lCT integration in management. In view of the above findings the study recommends that the government should address the issue of leT infrastructure by availing ICT equipment, enhance connectivity to reliable power, improve connectivity to various internet services and augment human resource capacity by organizing well structured training for principals and teachers. Schools should employ support staff such as computer assistants before embarking on the full scale implementation of lCT integration in management in Kamukunji and Starehe Districts and indeed in all districts in Kenya. The study also recommends that schools should have an operational lCT policy to enhance lCT integration in secondary school management. On suggestions of further research, a study on the impact of hand held digital devices like mobile phones on secondary school management be carried out, the role of MoE in lCT integration in school management and a similar study be carried out in a rural set up.