Impact of Teacher's Gender in Imparting 21st Competencies: Internal Barriers in Kenya Secondary Schools

Abstract

As we approach the new and increasingly ICT competent generation in Kenya Secondary Schools, major changes are expected in how learners approach learning as well as Curricula and teaching method. However, it cannot be assumed that male and female teachers have the same background and approach in leT in education. There are barriers to effective implementation of ICTs in education that can be categorized into two: external barriers which include barriers related to access, training and local support. Internal barriers to leTs implementation are related to teacher's philosophy about teaching and learning. The purpose of this study was to investigate the role of gender on teacher's belief, use, attitude and self-efficacy, in imparting 215t century competencies among secondary school teachers in Kenya. The study sought to determine empirically the influence of gender on the relationship between teachers' teaching belief and the frequency of K'T use by teachers. It explored the ways in which the pedagogical integration of leTs can build the capacity of male and female teacher's for their socio-economic development. The study collected data from 30 secondary schools in Central Province of Kenya where Multi-stage cluster sampling procedure was used. From the findings of the study, gender is only significantly correlated with teachers' belief and prospective use. It is also interesting to observe that gender plays no further - direct - significant role as in the case of previous studies. The study produced empirical evidence to argue that teachers: holding stronger constructivist teaching beliefs, computer self-efficacy, and more favourable attitudes toward computers in education, are more interested to integrate computers into their future teaching practice and hence impart 215t century competencies in their learners.