Factors influencing ICT adoption among public secondary school teachers:a case of Webuye sub-county, Bungoma county, Kenya

Abstract

Educational attainment is recognized as one of the fundamental indicators of development of a nation. The present world cannot think of development of a country without Technical Education and Training. Yet, there is lack of information on several aspects of the use of ICT among teachers. The purpose of this study was to determine the accessibility, utilization and preparedness in using ICT among public secondary school teachers in Webuye Sub-county, Bungoma County. Specifically the study objectives were; to determine the teachers’ perception in using ICT, determine the levels of ICT access of teachers examine the levels of preparedness of the teachers in using ICT; and establish effects of teachers’ academic background in using ICT in public secondary schools in Webuye Division, Bungoma County. The study employed as correlational research design. Random, simple and purposive sampling techniques were used to obtain 100 teachers in secondary school and 25 principals. Other key informants were 5 Ministry of education officials from the five divisions of the study area. Data was collected using questionnaires administered using random and simple techniques to the teachers and interview schedules to the principals and education officers. The questionnaire return rate was 90.77% which was sufficient for generalization of the study findings. Collected data was organized, coded and analyzed using Statistical Package for Social Sciences (SPSS 17.5) and presented in frequency and percentage tables. The findings revealed that for ICT to be effective adopted in public secondary schools, more emphasis should put in developing the competence of teachers. Teachers’ perception in terms of using ICT were found to be positive but hampered by other aspects such as unavailability of adequate equipment. The study recommends that teachers’ ICT development should be stepped up with corresponding supply of necessary equipment and training. Further continuous and consistent technical assistance should always be available for the teachers whenever required. These study findings will be useful in helping bridge the gap between ICT policies and their implementation in leaning processes, especially in secondary schools. Recommendation of this study will be used to improve level of adoption of ICT in learning and hence promote the adoption of ICT in the entire teaching/leaning processes. The Ministry of education is to adopt ICT training in schools in order to improve the academic background of teachers’ performance in ICT so that they prepare learners and staff of Kenya's economy, and meet the nations millennium goals, vision 2030. According to (MOE sessional paper No. 1 2005)