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

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue I, January 2021 | ISSN 2454–6186

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

Langat Wesley Kipkorir¹, Anastasia Gakuru², Prof. Lewis Ngesu^2*
1MeD-Student University of Nairobi
² Lecturer University of Nairobi
*Corresponding author

ABSTRACT
The purpose of this study was to examine the influence of teacher related factors on integration of Information and Communication Technology (ICT) in public secondary schools in Narok North Sub-County. The study sought to establish how teachers’ training on ICT, age, and 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. The target population comprised of 20 public secondary schools in Narok North Sub County. The research targeted one Sub-County Quality Assurance Officer, 20 principals and 174 teachers. Therefore, out of the 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). The findings established that there was a significant correlation 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 should monitor and support teacher training programmes in integration of ICTin secondary schools in Kenya.

Keywords: Teacher related factors, integration, Information Communication and Technology

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