From Policy to Practice: Teachers’ Attitudes toward ICT Integration in Ghanaian Basic Schools

This study investigated teachers’ attitudes toward the integration of Information and Communication Technology (ICT) in lesson delivery in basic schools in the Central Region of Ghana. Despite increasing global advocacy for ICT in education, the extent to which basic school teachers adopt and use ICT tools remains uneven. A quantitative research design was employed, using a structured questionnaire administered to 300 teachers selected through stratified random sampling. Data were analyzed with the Statistical Package for the Social Sciences (SPSS), and the reliability of the instrument was confirmed with Cronbach’s alpha values above 0.90 across all sections.

ICT integration, teachers’ attitudes, basic schools, Central Region

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