Determining the Administrative Support Available to Aid the Efficiency of ICT Integration in Rehabilitation Schools in Nairobi County, Kenya

Determining the Administrative Support Available to Aid the Efficiency of ICT Integration in Rehabilitation Schools in Nairobi County, Kenya

Psirmoi Grenzer, Margaret Murugami, Jessina Muthee

Department of Special Needs Education,Kenyatta University,Nairobi, Kenya

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000539

Received: 10 September 2025; Accepted: 16 September 2025; Published: 17 October 2025

ABSTRACT

Background: It is evident that the integration of Information and communications technology (ICT) in teaching has improved engagement among learners with EBD. However, challenges persist, such as ensuring equitable access across schools and developing personalized ICT tools for different disorders. The purpose of this study was to determine the administrative support available to aid the efficiency of ICT integration in rehabilitation schools in Nairobi County, Kenya

Methods: The study was guided by the Technology Pedagogy and Content of Knowledge (TPACK) model. A mixed-methods research design was employed.  The study targeted 17 computer teachers and 114 learners with prior knowledge in ICT in two rehabilitation schools: Kabete and Dagoretti Girls. The researcher employed purposive sampling technique to select a total of 9 teachers and 57 learners translating into a total of 66 participants. Data was collected using questionnaires for teachers and questionnaires for learners. The pilot study was done in a rehabilitation school in Kiambu County. Expert judgment was also used to the research instruments to enhance the validity. Reliability of the research instruments was calculated using Cronbach’s Alpha and the results showed that the teachers’ and learners’ questionnaires had correlation values of 0.81 and 0.79, respectively.  The quantitative data were summarized in descriptive statistics using Statistical Package for social Science (Version 28.1). This involved operations like calculating frequencies and percentages, mean, and standard deviation. Qualitative data were subjected to content analysis and was summarized thematically.

Results: The findings revealed that a significant portion of teachers in the rehabilitation schools highlighted the inadequacy of training opportunities as a critical factor limiting the effective use of ICT in teaching. The lack of sufficient and qualified ICT trainers was identified as a major challenge. A significant number of learners reported a “Very High” need for more computers and accessories, as well as the introduction of additional computer programs tailored to the unique needs of EBD learners. There was a strong consensus on the necessity of embedding ICT within the broader school curriculum.

Conclusion: The study concluded that teacher-related factors significantly influence the efficiency of ICT integration in rehabilitation schools for learners with emotional and behavioural disorders. The study highlights that the lack of sufficient training, inadequate access to qualified ICT trainers, and insufficient ICT resources are key barriers to effective ICT integration. Furthermore, the successful embedding of ICT into school programs is crucial for achieving meaningful educational outcomes for EBD learners. Addressing these factors is essential for enhancing the effectiveness of ICT in these specialized educational settings.

Recommendations: Education policymakers prioritize the allocation of resources to ensure that rehabilitation schools are equipped with the necessary ICT tools and qualified trainers. Policies should focus on increasing the availability of computers, software programs, and the recruitment of specialized ICT trainers for these schools.

Keywords: Administrative Support ; Assistive technology ; Efficiency; ICT Integration; Learners with emotional and behavioural disorders; and Rehabilitation Schools

INTRODUCTION

Information and communications technology (ICT) is a combination of high-tech tools and assets used to create, manage, store, and distribute data. ICTs might be traditional, like radio and television, or contemporary, like the internet and telecommunications (Awamleh, 2024). Technology has created digital information technology solutions for sharing information across more fields. EBD students are more engaged with computer-based learning and interactive whiteboards, according to research. Providing fair access throughout schools and creating personalized ICT tools for diverse illnesses remain issues (Smith & Jones, 2020). Despite these advances, impoverished schools’ teachers are not prepared to integrate ICT for EBD students.

The Swedish school system values inclusion, and ICT helps students with emotional and behavioural difficulties. Speech-to-text software and digital assessments assisted EBD pupils in managing their learning rate, according to Larsson (2019). A teacher professional development gap exists in ensuring that teachers have enough training to adapt these tools for each learner. Canada has made significant progress in incorporating ICT into special education, particularly for EBD pupils. The Canadian government funds ICT tools, and provinces like Ontario have major special education ICT programs (Thompson & Keller, 2021).

The ICT integration in special education, especially in rehabilitation centers, is expanding in India. The Digital India effort has increased access to technology, but EBD students still use it little. Gupta and Sharma (2020) report that many special education teachers lack the knowledge and resources to use ICT. However, ICT resources vary by province, limiting EBD students’ access. The unequal distribution of ICT tools and absence of rural school and rehabilitation studies are the main gaps. This shows a need for teacher training and administrative support to improve EBD learners’ ICT integration.

Government measures to integrate technology into education have increased ICT integration in South African schools. Mhlongo and Dube (2021) found that EBD students use ICT little. EBD students struggle to use ICT due to a lack of infrastructure and competent teachers, especially in rural areas. Egypt has invested much in ICT to modernize education. El-Sayed (2020) found that while awareness is rising, teachers are not well-equipped to use ICT to teach EBD students. The lack of administrative assistance in rehabilitation schools makes ICT efforts difficult to sustain.

In  Ethiopia, the government measures to expand classroom technology access are slow to implement. Studies demonstrate that digital education practices ignore EBD students (Gebre, 2019). Lack of specific ICT tools for EBD students and insufficient administrative assistance in schools create a substantial ICT integration gap. Nigeria has worked to integrate ICT into education, focusing on public school technology access. Adewale and Hassan (2021) found that EBD students use ICT less due to poor teacher training and rehabilitative school infrastructure.

The Digital Literacy Programme in Kenya aims to integrate ICT into education. ICT integration in EBD rehabilitation schools is difficult. ICT can improve learning, but EBD students typically fall behind due to a lack of specialized equipment and teacher training, according to studies. Despite increased ICT infrastructure in Nairobi County, many rehabilitation schools are still unprepared to accommodate EBD students, according to Otieno (2020). In another study, Mwangi (2022) found that rehabilitation school teachers lacked the skills to use ICT tools effectively for EBD students.

The ICT integration in education has garnered global interest as a method to improve teaching and learning. Nairobi County rehabilitation schools help students with disorders, including EBD. These students struggle with social interactions, emotional regulation, and behaviour control, which hurts their academic achievement. Administrative support is crucial for ICT integration. Given these deficiencies, this study must examine Nairobi County rehabilitation schools’ ICT integration and administrative support.

Purpose of the Study

The study purpose was to determine the administrative support available to aid the efficiency of ICT integration in rehabilitation schools in Nairobi County.

Conceptual framework

The relationship between the study variables is diagrammatically shown in Figure 1.1.

Figure 1: Relationship Between the Study Variables

LITERATURE REVIEW

This section discusses the theories and  review of related literature under the following sub-sections:

Theoretical Framework

The study was guided by the Technology Pedagogy and Content Knowledge (TPACK) model by Mishra and Koehler (2006). TPACK provided three knowledge areas to consider: Technology, Pedagogy, and Content Knowledge. These three categories were arranged into a Venn diagram, which illustrated the four areas created in Mishra and Koehler’s framework (Fig. 2)..

Figure 2: Pedagogical Content Knowledge

The first overlap, pedagogical content knowledge, elucidates the manner in which educators can formulate lessons tailored to optimize student comprehension of particular course content. The second area of overlap identified is technological content knowledge. This indicates the manner in which technology affects content, while the third overlap emphasizes the intersection where technology and pedagogy mutually influence one another. The integration of technology in the classroom frequently alters instructional methods. Mishra and Koehler developed the TPACK framework, which integrates technology into pedagogical content knowledge and highlights the relationships, interactions, and limitations that educators encounter across these three domains of knowledge.

Mishra and Koehler (2006) contend that people often perceive technology as separate from the teaching and learning processes. Teachers are frequently trained in specific software or applications; however, the integration of these tools into classroom instruction and learning is often not addressed. Such neglect may result in negative impacts and lead to four issues when utilizing technology in the classroom. Rapid technological changes complicate the ability to stay current with the latest advancements and applications. The second issue is that software is primarily designed for business applications rather than educational purposes, resulting in students focusing on program usage instead of the course content. The third issue arises from the situational characteristics of the classroom, wherein a teacher can modify a lesson to align with the specific needs of the student group. The use of instructional videos may result in a lack of adaptability, as the same video is presented consistently with each viewing. Maintaining a separation of technology, according to Mishra and Koehler, emphasizes the “what” over the “how.” From the teacher’s perspective, the lesson focuses on the technology to be utilized, its implications, and the skills it necessitates, rather than on the methods of teaching students.

Empirical Literature

Jones and Walker (2020) conducted a study titled “The Role of Administrative Support in ICT Integration for Special Education in U.S. Schools,” involving 100 special education schools across various states in the United States. The findings indicated that robust administrative support, encompassing financial investment and teacher training programs, markedly enhanced the efficiency of ICT integration. Leadership in educational institutions that emphasizes information and communication technology fosters an environment that supports innovation. The study observed that inconsistent support in certain schools resulted in gaps in implementation. Karlsson and Nyberg (2021) conducted a longitudinal study in Sweden on ICT integration, titled “ICT Use in Special Education: The Role of School Administration.” The study indicated that school administrators who provided active support for teacher training and allocated adequate resources for ICT infrastructure experienced favourable outcomes regarding ICT utilization. The study identified administrative resistance as a challenge, primarily stemming from budgetary constraints that hindered the consistent implementation of technology.

Brown et al. (2019) examined the role of school administration in facilitating ICT use for learners with emotional and behavioural disorders in their study, “Administrative Support and ICT Integration in Canadian Special Education.” The research indicated that administrators who emphasized regular updates of ICT infrastructure and offered ongoing professional development for teachers experienced enhanced learning outcomes. Moyo and Dlamini (2020) conducted a study in South Africa titled “The Influence of Administrative Support on ICT Integration in Special Schools in South Africa.” This study encompassed 30 schools and demonstrated that the successful implementation of ICT was most pronounced in institutions where administrators actively facilitated resource access and offered continuous support to teachers. The study found that insufficient administrative involvement resulted in inadequate ICT adoption. Nonetheless, the study did not investigate the specific ways in which administrators could enhance support for teachers working with students who have emotional and behavioural disorders. This present research seeks to address that gap by concentrating on rehabilitation schools in Nairobi.

Ahmed and Hassan (2021) investigated the challenges associated with ICT integration in special education schools in Egypt in their study titled “Barriers to ICT Integration in Special Needs Education: The Egyptian Context.” Their research indicated that inadequate administrative support, characterized by limited funding and subpar infrastructure, adversely affected the efficiency of ICT utilization in educational institutions. Gebre et al. (2020) conducted a study in Ethiopia titled “The Role of School Leadership in ICT Adoption for Special Needs Education in Ethiopia,” which included interviews with administrators and teachers from 20 schools. The research indicated that administrators who allocated resources to teacher training and the upkeep of ICT resources experienced increased rates of technology adoption. The research revealed that numerous schools were deficient in the leadership necessary to promote sustained ICT utilization, frequently as a result of conflicting budgetary priorities. This study examines the influence of analogous administrative dynamics on ICT efficiency in rehabilitation schools within Nairobi County.

Adeyemi and Okechukwu (2022) investigated the administrative factors affecting ICT integration in special education in Nigeria in their study titled “Administrative Barriers to ICT Integration in Nigerian Special Schools.” The research emphasized the critical influence of administrators on ICT adoption, especially regarding budget allocation and staff training. Schools exhibiting proactive administration demonstrated improved ICT outcomes, whereas institutions with less engaged leadership encountered challenges in sustaining ICT programs. Mutua and Gichuhi (2022) conducted a study in Kenya titled “ICT Integration in Kenyan Special Schools: The Role of School Administration.” The research, encompassing 50 special needs schools in Nairobi County, identified that administrative factors, including funding, resource allocation, and teacher training, were essential for the success of ICT programs. A Kenyan study conducted by Mwangi and Wambui (2020), titled “Challenges of ICT Use in Special Education in Nairobi,” identified administrative support as a critical factor influencing the success of ICT implementation. Their research indicated that numerous schools were deficient in both infrastructure and administrative commitment required for the comprehensive integration of ICT into teaching processes. This present study aims to fill that gap by exploring these relationships in rehabilitation schools in Nairobi.

METHODS AND MATERIALS

Research Design and Setting

A descriptive survey design was utilized for this study. According to Cresswell (2009), descriptive survey research aims to generate statistical information that describes the phenomenon under investigation. This design was appropriate as the data were collected from a sample population drawn from two rehabilitation schools in Nairobi County. The study was conducted in Nairobi County, focusing on two rehabilitation schools of Dagoreti Girls and Kabete Rehabilitation Schools.

Study Population

The target population comprised computer teachers and learners with prior knowledge in ICT in the two selected rehabilitation schools. The population details are summarized in Table 1.

Table 1: Study Population

Sampling Techniques and Sample Size

In this section the researcher presents the sampling methods and sample size.

Sampling Techniques

The study employed a purposive sampling technique to select participants from the two rehabilitation schools in Nairobi County, which included both teachers and learners. Purposive sampling was deemed appropriate because the target population consisted specifically of computer teachers and learners who had prior exposure to Information and Communication Technology (ICT) or had been taught in schools equipped with ICT resources. Also, by focusing on a specific subgroup, purposive sampling saves time and resources, as the researcher can concentrate on participants who are most likely to provide valuable insights.

Sample Size

As per to Ary and Razariah (1972) as well as Gay (1976), a sample of 10 percent of the population is termed minimum whereas 20% or more of the total population is needed in a research. Thus, this study selected a sample population that consisted of 50% of the teachers and 50% of the pupils. The sampling frame is as provided in Table 2.

Table 2: Sampling Frame

Source: Research Work (2024)

Research Tools

So as to examine the ICTs’ use in improving teaching and learning, data collection was done using two research instruments: questionnaires for teachers and questionnaires for learners. The selection of these instruments was guided by the study’s objectives, which focused on assessing the efficiency of ICT integration in rehabilitation schools for learners with emotional and behavioural disorders. The teacher questionnaire was semi-structured, comprising both open-ended and closed-ended questions. The questionnaire sought to gather information on the extent of ICT integration, teacher factors influencing its efficiency, and the administrative support available in the rehabilitation schools. The learner questionnaire was structured to ensure simplicity and clarity, making it age-appropriate and straightforward for the learners to comprehend.

Pilot Study

The pilot study was done in a rehabilitation school outside Nairobi. For convenience purposes, a rehabilitation school in Kiambu County was chosen for the purposes of piloting. This was also important in order to get a school with learners whose characteristics were similar or closes to those in Nairobi. During the study, the procedures to be used in the main stud were tested to examine the feasibility of the approaches selected.  The randomized clinical trial was used to determine the modes of recruitment, retention, randomization, assessment procedures, method applications and intervention techniques. To create contrast, hypothesis testing was done in the facility, to compare randomized treatment groups. This approach allowed testing of the methods most suitable for a large scale RCT, where feasible inferences could be drawn.

Validity and Reliability

Expert judgment was also used to the research instruments. By using their professional judgment, the supervisors, who are specialists in the field under investigation, verified the instruments. Their suggestions were used to improve the instruments’ content validity, guaranteeing that every question matched the goals of the study and fully collected the necessary data. The Statistical Package for the Social Sciences (SPSS) was used to compute Cronbach’s Alpha in order to assess the reliability of the structured questionnaires for educators and students. According to the reliability analysis, the teachers’ and learners’ questionnaires had Cronbach’s Alpha values of 0.81 and 0.79, respectively. These results showed that the study instruments were dependable for gathering data and had a high degree of internal consistency. Although Cronbach’s Alpha was used to examine the reliability of the structured sections of the questionnaires, the open-ended questions’ qualitative nature limited this approach.

Data Collection Procedure

The researcher began the process by securing the required permissions from pertinent authorities to access the two rehabilitation schools located in Nairobi County. The data collection process commenced with the researcher visiting each school to conduct interviews with the head teachers. After obtaining access, the researcher visited each school and collaborated with the head teachers to facilitate the data collection process. The teacher questionnaire was administered initially. The researcher administered the questionnaires to the teachers, offering explicit instructions for their completion. The researcher was present on-site to address any inquiries and to confirm comprehension of all sections of the questionnaire. Participants were requested to evaluate certain questions using a Likert scale to ascertain the quantitative value of their responses. Teachers were allotted sufficient time to complete the questionnaire, thereby enhancing the accuracy and depth of their responses. The questionnaires were administered to learners in a controlled environment to ensure efficiency and orderliness in the process. The researcher, with the support of two trained research assistants, facilitated the learners’ completion of the questionnaire to ensure comprehension of the questions and appropriate responses.

Data Processing and Analysis Procedure

The collected quantitative data were summarized in descriptive statistics using Statistical Package for social Science (Version 28.1). This involved operations like summation, determining the range, calculating frequencies and percentages, determining the mean, and standard deviation. Measures of central tendency helped show the trend, while measures of variance such as standard deviation helped show dispersion in the data. The descriptive statistics helped summarize all data on the status of integration of ICT in rehabilitation schools in Nairobi County. Qualitative data collected from the open-ended questions in the questionnaires were subjected to content analysis and was summarized thematically.

Logistical and Ethical Considerations

Ethical considerations were measures or rules of ethics that had to be observed when the study was carried out and in the development of the research report (Kothari, 2004).  Prior to data collection, the researcher sought introductory letter from graduate school approval letter Kenyatta University Ethical and Review Committee. Subsequently, the researcher sought for a research permit from the National Commission for Science, Technology and Innovation (NACOSTI).  For proper identification, the researcher requested for an authorization from the Nairobi county ministry of education and permission from relevant authorities of the sampled schools. The researcher exercised full disclosure by properly identifying and explaining research intentions. Confidentiality was not compromised in this study as the names of the participants were not indicated or required on the research tools. Study results were thus anonymously presented. The researcher gave consent and assent forms to ensure voluntary participation.

FINDINGS AND DISCUSSION

General Information and Demographic Information

In this section, a comprehensive interpretation and discussion of response rates, gender distribution, age distribution, academic qualifications, and work experience was done as illustrated in the following tables.

Table 3: Response Rate

As indicated in Table 3, the response rate of 83% indicated robust participation from the sampled respondents, comprising 9 teachers and 46 pupils. A complete response rate from teachers (100%) and a high response rate from pupils (80.7%) ensured that the data collected was representative of the target population, enhancing the reliability and validity of the study’s findings. However, while the high response rate minimized the risk of non-response bias, it may not have fully captured the perspectives of those who chose not to participate, potentially leading to a slight underrepresentation of varying opinions within the population.

The demographic characteristics of the participants were analysed and discussed in terms of gender, age, highest level of education, experience, number of years served in the current stations as the class teachers and enrolment size of grade 8 pupils. The data is as presented in Table 4.

Table 4: Demographic Information of the Teachers

Table 4 indicates that the gender distribution among teachers consists of a higher percentage of females (66.7%) than males (33.3%). This disparity underscores the potential gender dynamics present in the teaching profession within rehabilitation schools in Nairobi County, characterized by a predominance of female teachers. The predominance of female teachers may have impacted the findings regarding ICT integration, as gender differences can affect levels of comfort and familiarity with technology. This gender imbalance may restrict the generalizability of the findings in various educational contexts characterized by a higher prevalence of male teachers.

 The age distribution indicated that most teachers were between 31 and 50 years old, with a notable 33.3% falling within the 46- to 50- year age range. Educators within this age group generally possess significant experience, which may enhance their capacity to incorporate ICT into their instructional methods. Older teachers may encounter difficulties in adapting to new technologies, potentially hindering the effectiveness of ICT integration.  The distribution of teachers according to their highest level of education reveals that 44.4% possess a P1 certification, another 44.4% hold a bachelor’s degree, while a mere 11.1% have attained a master’s degree. The low level of advanced education among teachers may impact the effectiveness of ICT integration, as higher educational qualifications are often associated with improved pedagogical and technological skills. This educational limitation may hinder the full realization of ICT’s potential in improving learning outcomes for students with emotional and behavioural disorders (EBD).

Most teachers possessed more than 10 years of experience, with 33.3% having worked for a duration of 11 to 15 years. This extensive experience indicates that teachers are likely to possess the knowledge and skills necessary for effectively managing students with EBD. Long-term experience without simultaneous professional development in ICT may result in these teachers being less adaptable to new technologies, which could impede the integration process. The results indicated that a majority of teachers had occupied their current roles for either 6-10 years (22.2%) or 11-15 years (33.3%). Stability in roles may foster a comprehensive understanding of students’ needs; however, it may also indicate a possible reluctance to embrace change or innovation, especially regarding the adoption of ICT tools. This factor may adversely affect the efficiency of ICT integration, as educators with prolonged tenure in their roles may exhibit reluctance to alter their instructional approaches.

Table 4: Demographic Information of the Learners with EBD

The data presented in Table 4 indicate that the gender distribution among learners with EBD is skewed towards females, comprising 63% of the population, while males account for 37%. This gender disparity may indicate variations in the prevalence of emotional and behavioural disorders across genders, potentially affecting the outcomes of ICT integration. Nonetheless, the findings may also indicate enrollment patterns in rehabilitation schools, where more girls than boys are admitted, which could affect the generalizability of the results.  The data indicated that most learners had attended rehabilitation schools for either less than one year (37%) or two years (37%). The brief duration of stay may indicate that numerous students are unfamiliar with the rehabilitation environment, potentially affecting their adaptability to ICT tools and the overall efficacy of ICT integration.

A total of 54.3% of learners indicated that they had received ICT training, whereas 45.7% reported no training. The insufficient ICT training among a considerable number of learners may hinder the effective integration of ICT into their educational processes. Insufficient training may hinder students’ effective use of ICT tools, thereby reducing the potential advantages of ICT integration in enhancing educational outcomes. The demographic findings offered essential insights into the facilitators and barriers affecting the successful integration of ICT in the learning processes of students with EBD in Nairobi County. The considerable experience and gender diversity of teachers were advantageous; however, limitations in advanced education, potential resistance to change, and challenges stemming from insufficient ICT training among learners with EBD underscored the necessity for targeted interventions to improve the effectiveness of ICT integration in this context.

Administrative Support Available to aid the Efficiency of ICT Integration in Rehabilitation Schools

The study aimed  to establish administrative support available to aid the efficiency of ICT integration in rehabilitation schools in Nairobi County. The facilities were categorized as 1) available and adequate, 1) available and inadequate, and 3 not available. Data was descriptively analysed and the results were as presented in Table 5.

Table 5: Teacher’s Opinion on the Availability and Adequacy of the ICT Infrastructure

Table 5 indicates that most ICT items were either insufficiently available or completely unavailable. For example, 22.2% of teachers reported that radios were both available and adequate, whereas 55.6% indicated that radios were available but inadequate, and another 22.2% stated that radios were not available. In 22.2% of cases, computers were available and deemed adequate; however, an equal percentage noted their inadequacy, while 55.6% reported a complete lack of availability. The situation was particularly alarming for other ICT items such as film projectors, videocassette recorders, and printers, with 77.8% indicating their total unavailability.  The results of this study align with those of Jones and Walker (2020), who highlighted the importance of robust administrative support, encompassing financial investment and training programs, for successful ICT integration.

The study indicated that schools with strong administrative support experienced notable enhancements in ICT efficiency. The findings of the present study highlight a comparable gap, as the insufficient resources in Nairobi’s rehabilitation schools correspond with Jones and Walker’s observation that inconsistent support results in implementation challenges. This study’s findings align with those of Karlsson and Nyberg (2021), which emphasized that schools demonstrating active administrative support and resource allocation attained superior ICT integration. The results of the present study indicate a similar situation in Nairobi, where insufficient administrative support and resource allocation have hindered the effective use of ICT.

The findings of this study contradict those of Brown et al. (2019), who reported that regular updates of ICT infrastructure and ongoing professional development resulted in enhanced learning outcomes. The rehabilitation schools in Nairobi exhibit insufficient ICT infrastructure and inconsistent administrative support, highlighting a more pronounced resource disparity compared to the findings of Brown et al. This study’s findings align with those of Mutua and Gichuhi (2022), who identified administrative factors, including funding and resource allocation, as essential for successful ICT integration. The results of the present study indicate a comparable issue in Nairobi’s rehabilitation schools, where insufficient administrative support poses a considerable obstacle to effective ICT integration.

The findings from Nairobi’s rehabilitation schools correspond with those in other studies, including Ahmed and Hassan (2021) and Mwangi and Wambui (2020), which similarly identified inadequate administrative support as a significant barrier to effective ICT integration.  Unlike the findings of Gebre et al. (2020) and Adeyemi and Okechukwu (2022), which indicated that effective administrative leadership can greatly facilitate ICT adoption, the present study underscores the urgent requirement for enhanced administrative support in rehabilitation schools in Nairobi. The findings indicate that rectifying administrative deficiencies and securing sufficient resource allocation are critical measures for improving ICT efficiency in these specialized environments. This study offers important perspectives on the role of administrative support in ICT integration, identifying notable gaps and areas for enhancement. The findings highlight the necessity for improved administrative strategies to facilitate ICT adoption and improve learning outcomes for students with emotional and behavioural disorders in Nairobi County.

Qualitative Data Analysis

In an open-ended question, teachers were asked to give the factors that improved execution of ICTs in teaching and learning in your school.  Data was analysed through the use of thematic analysis approach as follows:

Theme 1: Professional Development and Training

Professional development and training are essential for providing teachers with the skills and knowledge required to effectively integrate ICT into their teaching practices. Teachers working with learners who have emotional and behavioural disorders need specialized training to comprehend both the technical aspects of ICT and the application of these tools to address the distinct learning requirements of EBD students. Training programs may encompass workshops, seminars, and ongoing professional development courses cantered on ICT integration. These programs should assist educators in formulating strategies to integrate ICT into lesson plans, thereby improving learning outcomes for students with Emotional and Behavioural Disorders (EBD). This task involves employing ICT to develop interactive and engaging learning environments that address the emotional and behavioural needs of students, as well as offering training on assistive technologies and adaptive software tailored for students facing emotional and behavioural challenges.

Inadequate training may lead teachers to experience feelings of overwhelm or resistance towards the integration of ICT in their classrooms, particularly when instructing students with Emotional and Behavioural Disorders (EBD) who necessitate increased attention and customized teaching approaches. The results corroborate the research conducted by Jones and Walker (2020), which indicated that robust administrative support, along with focused training programs, improves the effectiveness of ICT integration. Their research in U.S. special education schools indicated that consistent administrative support resulted in notable enhancements in ICT integration. Karlsson and Nyberg (2021) demonstrated that in Sweden, active administrative support and adequate training resources significantly enhanced ICT utilization. This finding corresponds with the present study’s emphasis on the impact of administrative structures in Nairobi’s rehabilitation schools on ICT efficiency.

Theme 2: Infrastructure and Access to ICT Resource

Infrastructure availability and access to ICT resources are fundamental components for the effective integration of technology in education. Infrastructure encompasses the physical and digital resources essential for facilitating ICT utilization, including: The provision of sufficient devices for students and educators is crucial for the integration of information and communication technology (ICT). These devices must be reliable, current, and proficient in executing educational software. Access to high-speed internet is essential for utilizing online resources, performing research, and employing cloud-based educational tools. Reliable connectivity enables uninterrupted use of ICT by both teachers and students. Educational institutions must allocate resources towards software that facilitates learning for students with Emotional and Behavioural Disorders (EBD). This encompasses learning management systems, educational applications, and assistive technologies tailored to meet the specific requirements of these learners. Insufficient infrastructure can significantly impede the integration of ICT in educational institutions. This finding aligns with Brown et al. (2019), who observed that in Canada, the regular updating of ICT infrastructure and ongoing professional development were essential for enhancing learning outcomes. Moyo and Dlamini (2020) demonstrated that in South Africa, the active facilitation of resources by administrators resulted in successful ICT implementation. The study’s results corroborate these findings, demonstrating that Nairobi’s rehabilitation schools receive substantial administrative support in resource allocation.

Theme 3:  Administrative Support and Leadership

Administrative support and strong leadership are vital for fostering a school environment that encourages and sustains ICT integration. The role of school administrators includes establishing clear policies that promote the integration of ICT into the curriculum and ensure that all teachers are supported in their efforts to use technology in the classroom. Strong leadership is a crucial factor in the successful integration of ICT in schools. This observation is in line with the studies by Ahmed and Hassan (2021) and Gebre et al. (2020). Ahmed and Hassan (2021) identified insufficient administrative support and poor infrastructure as barriers to ICT efficiency in Egypt. Gebre et al. (2020) similarly found that competing budgetary priorities hindered sustained ICT use in Ethiopia. The present study extends this discussion by showing how administrative challenges in Nairobi’s rehabilitation schools impact ICT integration, particularly for learners with EBD.

Theme 4: Teacher Collaboration and Peer Support

Collaboration among teachers is another critical factor in the successful integration of ICT. When teachers work together, they can share ideas, strategies, and resources, which can lead to more effective use of technology in the classroom. Key aspects of teacher collaboration include peer mentoring, sharing best practices, and collaborative planning. Teacher collaboration plays a vital role in enhancing the integration of ICT within schools. By working together, teachers create a community of practice that can effectively address challenges and develop innovative approaches to using technology in the classroom. For students with emotional and behavioural disorders (EBD), such collaboration is particularly beneficial as it enables the development of more tailored and responsive teaching strategies (Gichuhi, 2022). Collaborative environments foster continuous improvement, allowing teachers to learn from each other and refine their ICT practices.

Theme 5: Tailored ICT Tools and Resources:

Utilizing tailored ICT tools and resources is crucial for meeting the distinct needs of learners with emotional and behavioural disorders. The tools encompass assistive technologies, adaptive learning software, and behavioural management tools. Generic ICT tools frequently do not meet the unique requirements of students with emotional and behavioural disorders (EBD), who necessitate specialized resources to effectively support their learning and behaviour. Jones and Walker (2020) highlighted that robust administrative support, particularly through the provision of customized ICT tools, greatly improves ICT integration in special education. The findings indicate that assistive technologies and adaptive learning software are essential for addressing diverse learning needs.

This study emphasizes the significance of these tools in fostering effective learning environments for students with Emotional and Behavioural Disorders (EBD). Karlsson and Nyberg (2021) demonstrated that proactive administrative support for teacher training and ICT resources resulted in favourable outcomes in ICT utilization. The study incorporates customized ICT tools, including assistive technologies and adaptive learning software, to demonstrate this support. This study emphasizes the importance of customized resources in addressing obstacles to ICT integration and improving educational outcomes for students with emotional and behavioural disorders (EBD). Brown et al. (2019) emphasized the necessity of regular updates to ICT infrastructure and ongoing professional development. The present study identifies that the use of specialized ICT tools aligns with previous findings, highlighting that adaptive learning software and assistive technologies enhance learning outcomes when underpinned by strong administrative frameworks.

Ahmed and Hassan (2021) identified insufficient administrative support and poor infrastructure as significant barriers to ICT integration. This study emphasizes the importance of customized ICT tools in addressing barriers, demonstrating that targeted resources can enhance ICT efficiency for learners with emotional and behavioural disorders (EBD). Gebre et al. (2020) demonstrated that investment in teacher training and the maintenance of ICT resources resulted in increased technology adoption. The findings of the present study indicate that investment in tailored ICT tools, including assistive technologies and adaptive learning software, can substantially enhance the effectiveness of ICT integration for learners with Emotional and Behavioural Disorders (EBD). Adeyemi and Okechukwu (2022) emphasized the significance of administrative factors, including budget allocation and staff training, in the adoption of ICT. This study emphasizes the importance of customized ICT tools, illustrating their effectiveness in meeting the distinct requirements of EBD learners and facilitating successful ICT integration. Mutua and Gichuhi (2022) and Mwangi and Wambui (2020) observed that administrative support and resource allocation are essential for the success of ICT initiatives. This study emphasizes the necessity for tailored ICT tools, such as assistive technologies and adaptive learning software. This study enhances the understanding of how specialized resources can facilitate ICT integration and tackle specific challenges encountered by EBD learners in rehabilitation schools in Nairobi.

CONCLUSION AND RECOMMENDATIONS

Conclusion

The study concluded that administrative support significantly influence the efficiency of ICT integration in rehabilitation schools for learners with emotional and behavioural disorders. The study highlights that the lack of sufficient training, inadequate access to qualified ICT trainers, and insufficient ICT resources are key barriers to effective ICT integration. Furthermore, the successful embedding of ICT into school programs is crucial for achieving meaningful educational outcomes for EBD learners. Addressing these factors is essential for enhancing the effectiveness of ICT in these specialized educational settings.

Recommendations

• The study recommends that education policymakers prioritize the allocation of resources to ensure that rehabilitation schools are equipped with the necessary ICT tools and qualified trainers. Policies should focus on increasing the availability of computers, software programs, and the recruitment of specialized ICT trainers for these schools.
• It is recommended that future research explore the impact of tailored ICT training programs on the effectiveness of ICT integration in rehabilitation schools. This research should focus on longitudinal studies that track the progress of ICT integration over time and assess the specific outcomes for learners with emotional and behavioural disorders.

Acknowledgement

I want to start by expressing my gratitude to the Almighty God for allowing me to pursue this path and for bringing me this far. Secondly, I express my gratitude to my supervisors, Dr. Murugami and Dr. Jessina Muthee, for their criticism and scholarly guidance, which have immensely contributed to the completion of this research. Thirdly, I would like to acknowledge all teachers at Dagorreti Girls, Kabete Rehabilitation Schools, and Kirigiti Girls Rehabilitation Centre for their cooperation and insights as I undertook the research. Finally, I am grateful to my family and colleagues for their support and encouragement during this study.

Conflict of Interest Statement

 The authors declare no conflicts of interest.

About the Author(s)

Psirmoi Grenzer is a highly experienced Special Needs educator with a strong commitment to inclusive learning. She has worked at Wagener-Salley High School and as an Instructional Coach for the Education Development Trust Project, a UK-funded initiative. Grenzer has also contributed to alternative learning environments, such as G.K. Prison and Kapese Schools in Kenya. She holds a Master’s degree in Special Needs Education, specializing in Emotional and Behavioral Disorders, from Kenyatta University, Kenya, and a Bachelor’s degree in Special Needs Education and Counseling from Kenya Methodist University. She has also obtained graduate certifications in Gifted and Talented Education and English for Speakers of Other Languages from the University of South Carolina. She has been recognized for her leadership and advocacy in implementing inclusive classroom practices, particularly for learners with emotional and behavioral disorders and multilingual backgrounds. In recognition of her expertise, the Aiken County Public School District has appointed her as a Partner Teacher for the 2025-2026 academic year. Her research in Emotional and Behavioral Disorders continues to inform evidence-based practices and policy recommendations in the field.

Dr. Jessina Muthee is a senior lecturer in the School of Education at the Department of Early Childhood and Special Needs at Kenyatta University, Kenya.

Dr. Margaret Murugami is a Lecturer in the Department of Early Childhood & Special Needs Education at Kenyatta University, Nairobi, Kenya.

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