INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
The Idealized Influence of School Principals on Teachers' ICT  
Integration in Classroom Practice in Kakamega Public Secondary  
Schools in Kenya.  
*Beatrice A Mbune1, Dr. S.N Waweru2, Prof. F. W Njuguna Senior Lecturer3  
1School Of Education Department of Educational Management, And Curriculum Studies the East  
African University  
2School Of Education Department of Educational Management, Policy, And Curriculum Studies  
Kenyatta University.  
3School Of Education Department of Educational Management, Policy, And Curriculum Studies  
Kenyatta University.  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000510  
Received: 02 November 2025; Accepted: 08 November 2025; Published: 17 November 2025  
ABSTRACT  
Although Transformational Leadership has received significant scholarly attention over the past four decades,  
limited research has examined its individual dimensions in depth, particularly idealized influence. This study  
investigates the role of idealized influence—a core component of transformational leadership—in shaping the  
integration of Information and Communication Technology (ICT) in public secondary schools in Kenya.  
Employing a sequential explanatory mixed-methods design, the research involved 62 school principals selected  
through census, along with 186 teachers and 372 students chosen via simple random sampling. Data collection  
methods included the MLQ-structured questionnaire, interviews, document reviews, and checklists. Descriptive  
statistics were used to outline trends and variable states, while regression analysis provided insights into the  
relationships between variables. The findings revealed a moderately strong positive correlation between ICT  
usage in schools and idealized influence (r = 0.557, p < 0.001). Principals who demonstrated ethical leadership,  
earned trust, and articulated a compelling vision were more successful in promoting ICT adoption. These results  
highlight the need to strengthen this leadership attribute through targeted training. The study recommends that  
educational authorities implement professional development programs to enhance principals’ idealized influence  
capabilities, thereby supporting more effective ICT integration. It also lays the groundwork for future studies to  
examine how other aspects of transformational leadership, in combination with contextual factors, influence  
technology use in education.  
Keywords: Idealized Influence; Transformational Leadership; ICT Integration; School Leadership; Educational  
Technology; Kenya; Secondary Education  
INTRODUCTION  
Despite numerous global reforms and policy initiatives, the integration of Information and Communication  
Technology (ICT) into classroom instruction remains limited, particularly across sub-Saharan Africa, including  
Kenya. In response to this persistent challenge, UNESCO launched a competency-based ICT framework in 2018  
to guide and empower teachers in effectively incorporating ICT into teaching and learning. Aligning with this  
global direction, the Kenyan government has enacted several ICT integration policies, notably Sessional Paper  
No. 1 of 2019 and the National Education Sector Strategic Plan (NESSP) 2018–2022. Both documents position  
ICT as a critical enabler in cultivating a knowledge-based society in line with Kenya’s Vision 2030. As part of  
broader curriculum reforms initiated in 2017, digital literacy was introduced to equip learners with the skills  
necessary for success in a competitive global environment. To support this initiative, schools were provisioned  
with laptops (Wanzala & Nyamai, 2018). Building on these foundational efforts, the Teachers Service  
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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Commission (TSC) developed a localized ICT Competency Framework for Teachers in 2021, aiming to better  
align teacher professional development with national educational priorities.  
These frameworks reflect a growing awareness of ICT’s transformative potential in enhancing educational  
outcomes. Technology not only promotes student engagement through interactive and collaborative learning but  
also equips teachers with diverse tools for instruction, assessment, and professional growth (Oguguo,  
Ezechukwu, Nannim, & Offor, 2023). Furthermore, ICT facilitates personalized learning and enables continuous  
interaction between teachers and students beyond traditional classroom boundaries through digital platforms.  
However, realizing the full benefits of ICT integration requires more than the provision of technology and policy  
guidelines, it also demands strong and effective leadership within schools. Principals, as key instructional  
leaders, play a pivotal role in shaping the conditions necessary for successful ICT adoption. The literature  
increasingly identifies the school principal as a critical enabler of ICT integration (Okoth, Kalai, & Okumbe,  
2021). Among various leadership styles, transformational leadership, particularly the dimension of idealized  
influence, has been shown to significantly influence organizational change. Idealized influence refers to leaders  
who act as ethical role models, fostering trust, commitment, and motivation through their values and behaviors.  
Such principals can inspire teachers to embrace change, adopt new teaching practices, and overcome resistance.  
These behavioral attributes are especially critical for the successful implementation of ICT in education  
(Yamamoto & Yamaguchi, 2019). However, despite growing interest in transformational leadership, empirical  
research remains limited on how specific dimensions such as idealized influence directly affect ICT adoption at  
the school level.  
In Kenya, and specifically in Kakamega County, the gap between policy intentions and practical implementation  
remains wide. Despite strong policy commitments and improvements in digital infrastructure, ICT adoption in  
secondary schools is still inconsistent. Several systemic challenges persist, including overcrowded classrooms  
due to high student enrollment, which strains infrastructure and resources. According to data from the National  
Bureau of Statistics captured in the NEMIS system, public secondary schools in the county average 435 students  
per institution, making it difficult to effectively distribute resources and maintain instructional quality (MOE,  
2020). This strain is particularly evident in ICT implementation, where only 41% of school computers are  
functional, an issue that directly affects teachers’ capacity to integrate digital tools into instruction. Additional  
barriers include inadequate teacher training, insufficient digital devices, unreliable internet connectivity, and  
weak institutional leadership (Shikomera, 2024).  
While many teachers express positive attitudes toward ICT, their efforts are often undermined by these  
organizational and infrastructural constraints. Resistance among some educators to adopt digital tools further  
complicates the situation, highlighting the role of human and institutional dynamics in shaping ICT integration  
(Alzahrani, 2017; Muvango, 2021). These ongoing challenges raise critical concerns about the region’s ability  
to contribute meaningfully to national education and development goals, including Kenya’s Vision 2030.  
This study therefore investigates the extent to which principals’ idealized influence impacts teachers’ use of ICT  
in instructional practice. By examining this relationship, the study seeks to bridge the gap between national  
policy aspirations and on-the-ground realities, providing practical insights into how school leadership can  
effectively drive sustainable ICT integration in Kenyan secondary education.  
Research hypothesis  
H04: There is no relationship between principals idealized to teachers ‘and ICT integration in teaching and  
learning in public secondary schools in Kakamega County.  
RELATED LITERATURE REVIEW  
Idealized Influence in Transformational Leadership  
Idealized influence, a core dimension of transformational leadership, was first conceptualized by Bass (1985)  
building upon Burns’ (1978) foundational theory. It refers to a leader’s capacity to act as a role model through  
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ethical conduct, vision, and exemplary behavior that inspires trust and admiration among followers. Northouse  
(2019) describes idealized influence as the leader’s ability to embody shared values and demonstrate integrity,  
thereby motivating followers to emulate their example. In educational contexts, this dimension is critical in  
shaping how school leaders inspire teachers to adopt innovative pedagogical practices such as ICT integration.  
Avolio and Bass (1991) emphasize that leaders with idealized influence demonstrate conviction, self-confidence,  
and moral purpose. These attributes encourage teachers to align with the leader’s vision and willingly engage in  
change processes. Similarly, Paletta, Alivernini, and Manganelli (2017) observed that when school leaders’  
model effective behaviors, they instill confidence among staff and promote collaborative engagement in ICT-  
supported instruction. This is consistent with Bandura’s (1977) social learning theory, later elaborated in his  
2020 work, which posits that individuals learn by observing and imitating role models—a process crucial in  
educational technology adoption.  
Figure 1 Conceptual Framework  
This framework links principals’ idealized influence that is one of the components rooted in Bass’s (1985)  
transformational leadership theory to teachers’ ICT integration in secondary schools. It highlights how ethical  
leadership, vision-setting, and ICT modeling by principals foster teacher confidence and motivation. The  
relationship is mediated by teacher self-efficacy, school culture, competences, and ICT access. Drawing on  
Bandura’s (1977) social learning theory and Fullan’s (2020) model of leading in culture change, the framework  
emphasizes that observable leadership behaviors and a collaborative, innovation-driven school culture are key  
drivers of sustainable ICT adoption.  
Idealized Influence and ICT Integration in Schools  
The successful integration of Information and Communication Technology (ICT) in schools depends largely on  
the leadership style of principals. Transformational leadership, particularly its idealized influence component,  
plays a vital role in establishing an environment conducive to technological change (Kohli, 2021). Principals  
who exemplify ethical leadership, articulate a compelling vision, and demonstrate personal engagement with  
technology foster trust and motivation among teachers (Yamamoto & Yamaguchi, 2019). When school leaders  
actively use ICT and demonstrate its instructional value, they create a powerful culture of modeling and shared  
learning (Dexter, 2018).  
In this regard, Puspitawati and Ricky (2024) note that transformational principals are instrumental in developing  
a school vision that integrates modern technology and professional development. They guide teachers through  
the complexities of technological adoption by embodying digital competence and moral stewardship. This aligns  
with Fullan’s (2007) educational change framework, further expanded in Leading in a Culture of Change (Fullan,  
2020), which asserts that meaningful school reform occurs when leaders connect vision, capacity building, and  
moral purpose to inspire collective responsibility.  
Empirical Studies on Idealized Influence and ICT Integration  
Empirical evidence consistently underscores the positive relationship between transformational leadership and  
ICT integration. Yamamoto (2021), studying Mongolian primary schools, found that principals’ ethical conduct,  
vision alignment, and proactive technology modeling—hallmarks of idealized influence which significantly  
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enhanced ICT adoption. Similarly, Afshari (2021) reported that idealized influence mediated the relationship  
between visionary leadership and workforce dedication, illustrating how ethical modeling promotes commitment  
to innovation.  
In South Africa, Moloi and Bush (2020) revealed that principals demonstrating integrity, commitment, and a  
clear vision fostered trust and improved teaching outcomes in disadvantaged schools. Their findings suggest that  
when leaders exemplify moral and professional standards, teachers are more likely to integrate ICT effectively.  
In Kenya, Musyoki, Okoth, Kalai, and Okumbe (2021) established that principals who “lead from the front”  
enhance teacher motivation and learner performance through exemplary behavior. Gacicio (2022) further found  
that transformational leadership, mediated by school environment and teacher self-efficacy, strongly influenced  
ICT adoption in Kenyan public schools.  
Collectively, these studies affirm that idealized influence functions as both a moral compass and a behavioral  
catalyst. Principals who visibly demonstrate digital competence and ethical leadership stimulate teachers’  
confidence and foster sustained ICT integration.  
Research Gaps  
The reviewed literature consistently demonstrates that idealized influence—manifested through ethical conduct,  
role modeling, and visionary leadership—plays a critical role in shaping teachers' willingness to integrate ICT  
into their instructional practices. Principals who exemplify these traits serve as catalysts for fostering a culture  
of innovation and technological adoption within schools. Despite these insights, several notable research gaps  
persist. First, the majority of existing studies have concentrated on primary education or urban settings, leaving  
secondary schools, particularly those in rural or semi-rural areas such as Kakamega County, underrepresented.  
This limits the generalizability of findings across diverse educational contexts.  
Second, although the positive association between idealized influence and ICT integration is well-established,  
the specific strategies and leadership practices through which principals enact this influence to encourage  
technology use among teachers remain insufficiently explored. There is a lack of empirical evidence detailing  
the practical ways in which school leaders can translate idealized influence into sustained, school-wide ICT  
adoption.  
This study seeks to address these gaps by investigating how principals' idealized influence affects teachers'  
integration of ICT in teaching and learning within public secondary schools in Kakamega County, Kenya. By  
focusing on a less-studied educational level and geographical context, this research contributes to a more  
nuanced understanding of transformational leadership's role in educational technology integration.  
RESEARCH METHODOLOGY  
This study employed a mixed-methods research design using an explanatory sequential approach. In this two-  
phase process, quantitative data were collected first to identify general patterns, followed by qualitative data to  
explore underlying reasons for those patterns (Creswell & Plano Clark, 2011; Robson & McCartan, 2016). The  
qualitative component involved collecting non-numerical data through open-ended questionnaires and  
interviews to gain in-depth insight into the phenomenon (Orodho, 2016). In contrast, the quantitative component  
focused on collecting measurable data. Integrating both methods allowed for a comprehensive understanding of  
the research problem by offsetting the limitations of each approach and leveraging their respective strengths  
(Creswell & Plano Clark, 2011; Cheruse, Ngeno, & Kaptingei, 2020).  
Population and Sampling  
Target Population  
The study focused on 69 public secondary schools in Kakamega County. The target population included  
principals, teachers, and Form Three students, totaling 6,290 respondents.  
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Sample Size and Sampling Techniques  
A total of 621 respondents were selected for the main study using a combination of purposive and random  
sampling techniques. The sample was composed of the following:  
62 principals – selected through purposive sampling  
1 Quality Assurance Officer – selected through purposive sampling  
186 teachers – determined using Slovin's formula and selected through simple random sampling  
372 Form Three students – determined using Slovin's formula and selected through simple random sampling  
Pilot Study  
A preliminary test of the research instruments was carried out in seven schools that were not part of the main  
study sample. The researcher conducted interviews with seven principals, distributed transformational leadership  
influence questionnaires to 21 teachers, and selected six students to complete a survey assessing the integration  
of ICT in curriculum instruction. As suggested by Hertzog (2008), a sample size of 10 to 40 participants is  
adequate for pilot testing; the total of 32 participants in this study aligns with that recommendation. The primary  
objective of the pilot study was to evaluate the validity and reliability of the research tools before proceeding  
with the main study. Prior to conducting the pilot, expert input was sought from specialists in the Department of  
Policy and Curriculum Studies to provide judgment on the appropriateness of the instruments. To assess  
reliability, the test-retest method was employed, resulting in a Pearson correlation coefficient of 0.75.  
Research Instruments  
The study utilized multiple instruments to collect data, including questionnaires, interview guides, observation  
checklists, and document analysis.  
Questionnaires  
To assess leadership traits, the study employed the Multifactor Leadership Questionnaire (MLQ) Form 5, a  
widely recognized tool in organizational research where leadership outcomes are measured (Bass & Avolio,  
1995). The MLQ was chosen for its ability to evaluate various aspects of transformational leadership, including  
idealized influence, individualized consideration, intellectual stimulation, and inspirational motivation—traits  
relevant to the integration of ICT in teaching and learning.  
Interview Guides  
During the qualitative phase, interviews were conducted with selected respondents who consented to participate.  
These included school principals and the County Quality Assurance and Standards Officer (CQUASO).  
Interviews provided insights into leadership influence on ICT integration in schools. According to Creswell  
(2014), post-positivist paradigms emphasize observable and measurable knowledge, making interviews a  
suitable method for exploring individual behaviors. The tool allowed the researcher to guide the conversation,  
probe responses, and clarify issues as necessary (Mugenda & Mugenda, 2012).  
Observation Checklist  
An observation checklist was used to assess the presence and functionality of ICT infrastructure within schools.  
As Kothari (2004) notes, observation is a valuable method for collecting data on actual behaviors and conditions  
in natural settings. This tool helped the researcher confirm the availability and operational status of digital tools  
in classrooms.  
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Document Analysis  
Document analysis was used as a cost-effective qualitative method to examine relevant records and policies  
(Corbin & Strauss, 2008). The analysis focused on school ICT policy documents, Kenya Certificate of Secondary  
Education (KCSE) results, and classroom attendance records, offering contextual information related to ICT  
integration in education.  
Instrument Validity and Reliability  
To ensure content validity, the research instruments were reviewed by Kenyatta University supervisors and  
educational specialists. Their expert judgment helped verify that each tool appropriately measured the intended  
variables. Reliability of the instruments was established using Pearson’s correlation formula, with a coefficient  
threshold of 0.7 considered acceptable for all instruments.  
Data Collection and Analysis Procedures  
Data collection employed both quantitative and qualitative approaches. Quantitative data was analyzed using the  
Statistical Package for Social Sciences (SPSS) version 25.0. Descriptive statistics (frequencies, percentages,  
means, and standard deviations) provided summaries of respondents' characteristics and key variables, while  
inferential statistics (Pearson correlation and regression analysis) were used to test the hypothesis regarding the  
relationship between principals' idealized influence and ICT integration.  
Qualitative data from interviews and open-ended questions was analyzed thematically through coding,  
categorization, and pattern identification. Triangulation of both quantitative and qualitative data strengthened  
the validity of the findings and provided a more comprehensive understanding of the research problem.  
Ethical Considerations  
The study adhered to ethical research principles by obtaining necessary permits from relevant authorities,  
including the National Commission for Science, Technology and Innovation (NACOSTI). Informed consent was  
sought from all participants, confidentiality was maintained throughout the research process, and participation  
was voluntary.  
FINDINGS AND DISCUSSIONS  
This section presents both descriptive and inferential statistical analyses related to the study objectives. It  
explores principals’ self-perceptions of their idealized influence as a component of transformational leadership  
and compares these with teachers’ perceptions of the same construct. Respondents’ views were collected using  
a structured five-point Likert scale instrument, ranging from 1 = Strongly Disagree to 5 = Strongly Agree. The  
results are organized into thematic tables, including descriptive statistics, hypothesis testing summaries,  
correlation matrices, and ANOVA outputs. These findings provide a comprehensive understanding of how  
idealized influence manifests in school leadership and its relationship with teachers’ adoption of ICT in  
instructional practices.  
Table 4.1 Principals’ Idealized influence Responses for ICT intergration.  
Items’  
Responses  
Mean Std.  
Dev  
Strongly  
Disagree  
Disagree  
Neutral  
Agree  
Strongly  
Agree  
n
%
0
n
0
%
0
n
%
n
%
n
5
%
Use ICT tools during 0  
my lessons and  
30  
55.6  
19  
35.2  
9.3 3.54  
0.665  
demonstrate exemplary  
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management skills for  
learners' success.  
Communicate  
to 0  
0
0
1
2
1.9 23  
3.7 21  
42.6  
38.9  
26  
25  
48.1  
46.3  
4
6
7.4 3.61  
0.656  
0.731  
teachers regularly and  
encourage them to  
embrace teamwork  
Handle  
concerning  
matters 0  
ICT  
11. 3.64  
1
ethically by promoting  
moral values in the  
learning environment.  
Promote collaborative 0  
learning that encourages  
teachers to share their  
skills in using ICT.  
0
0
0
10  
18.5  
39  
72.2  
5
9.3 3.91  
0.524  
The results in Table 4.1 relate to principals’ perceptions of the dimension of Idealized Influence.  
Principals show varying levels of engagement in ICT-related leadership. Regarding the use of ICT tools and  
exemplary management skills, 55.6% were neutral, 35.2% agreed, and 9.3% strongly agreed, suggesting a need  
for further emphasis. In terms of regular communication and teamwork encouragement, 42.6% were neutral,  
while 48.1% agreed, reflecting a generally positive approach to collaboration. Ethical handling of ICT was  
viewed favorably, with 46.3% agreeing, 38.9% neutral, and 11.1% strongly agreeing, indicating awareness of  
moral standards in digital learning. The strongest support was seen for fostering collaborative learning among  
teachers, with 72.2% agreeing, 18.5% neutral, and 9.3% strongly agreeing, highlighting a high level of  
commitment to peer learning and professional growth in ICT use.  
In summary, the findings indicate that principals generally exhibit characteristics of idealized influence—an  
essential component of transformational leadership—through their efforts to promote ethical practices,  
collaboration, and ICT-related instructional support. However, the moderate levels of agreement in some areas,  
particularly in modeling ICT use, highlight the need for strengthened leadership development. These results  
underscore the importance of idealized influence in shaping school culture and advancing meaningful ICT  
integration, aligning with transformational leadership's emphasis on visionary, ethical, and exemplary behavior  
that motivates staff toward shared institutional goals.  
Table 4.2: Teachers Responses on Principals’ Idealized influence for ICT intergration.  
Items’  
Responses  
Mean Std. Dev  
Strongly Disagree Neutral  
Disagree  
Agree  
Strongly  
Agree  
n
%
n
%
n
%
n
%
n
%
Principal  
requests concerning ICT  
tools ethically.  
handles  
our 0  
0
2
1.5  
91 68.9 34 25.8  
5
3.8  
3.32  
3.08  
0.571  
0.553  
The principal develops slides 3  
and projects her work during  
her lessons.  
2.3  
2
1.5  
112 84.8 11 8.3  
4
3
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The Principal provides a 2  
model of collaborative  
1.5  
0
0
88 66.7 37 28  
5
3.8  
3.33  
0.624  
learning with students and  
teaching staff.  
Communicate to teachers  
regularly and encourage them  
to embrace teamwork  
3
2.3  
0
0
88 66.7 37 28  
5
3.8  
3.33  
0.624  
Table 4.2 presents data on teachers’ perceptions regarding principals’ behaviors aligned with the dimension of  
idealized influence.  
Teachers show mixed perceptions regarding principals' engagement with ICT. On ethical handling of ICT  
requests, 68.9% remained neutral, while 25.8% agreed, reflecting general confidence but also some lack of clear  
commitment. When asked about principals developing slides and project work during lessons, 84.8% were  
neutral, with only 8.3% agreeing and 3% strongly agreeing, suggesting limited direct engagement in instructional  
ICT use. Regarding communication and collaboration, 66.7% were neutral, and 28% agreed, indicating moderate  
efforts to promote teamwork in ICT practices. Similarly, when asked about modeling collaborative learning,  
66.7% remained neutral, 28% agreed, and only 3.8% strongly agreed, pointing to potential gaps in visibility and  
influence. Overall, while ethical ICT leadership is acknowledged, active modeling of digital collaboration  
appears limited.  
Qualitative insights from follow-up interviews helped contextualize these findings. Teachers emphasized that  
while their principals handle concerns ethically—especially regarding ICT-related challenges like connectivity  
and resource availability—there is minimal direct interaction with the principal regarding instructional matters.  
One teacher noted:  
“In our school, we have no issues with the way our principal handles our concerns… the Academic Master  
usually handles them. We only see the principal during routine class checks or staff meetings.”  
Another teacher highlighted procedural efficiency but noted logistical setbacks:  
“The principal handles our concerns effectively, especially network and e-resource issues. We are always  
informed. However, collecting projectors from the secretary cuts into my lesson time.”  
Regarding the modeling of ICT tools, a teacher added:  
“Although the principal never misses the timetable, they’ve not been observed using slides while teaching. Their  
office has a computer for admin work, but for lessons, they use notes.”  
In addition to the quantitative findings, focus group discussions with students highlighted critical challenges  
affecting ICT integration at the classroom level. A recurring concern was limited access to ICT resources due to  
scheduling constraints and insufficient time allocation. As one student explained:  
“Although we have access to the computer lab at our school, the time allotted for us to use the resources is not  
sufficient, making it difficult for us to complete our assignments.”  
Students also raised issues related to technical infrastructure, particularly unreliable internet connectivity. This  
significantly hindered their ability to utilize digital tools effectively:  
“While we can access the computer lab, the network issues are a significant challenge, preventing us from  
utilizing the resources effectively.”  
These qualitative insights align with the survey findings that showed low levels of ICT integration and highlight  
the practical barriers that persist, even in schools where basic infrastructure exists. They further reinforce the  
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need for strong leadership to not only provide infrastructure but also to address logistical and technical challenges  
through planning, resource allocation, and stakeholder coordination.  
These responses align with findings by Muia (2018), who noted that a principal’s demonstration of ethical and  
transformational leadership—including idealized influence—can build trust, shape organizational goals, and  
affect teaching outcomes. Similarly, Gyansah (2020) and Ogola (2017) emphasize the importance of ethical  
values such as accountability and commitment in fostering a supportive environment for ICT integration.  
Without principals modeling these practices during implementation, teachers may lack the support and  
inspiration needed to engage with digital tools effectively. As Kitur (2019) recommended, adopting and  
demonstrating idealized influence is essential for improving both ICT integration and academic performance,  
particularly by promoting innovation and creativity in instruction.  
Inferential statistics  
Table 4.3: Correlation Analysis : Principal’s Idealized Influence and ICT Integration  
ICT Integration in Classroom Idealized Influence  
ICT Integration in Classroom  
1
Idealized Influence  
N
.557**  
.000  
108  
1
108  
** Correlation is significant at the 0.01 level (2-tailed)  
Drawing from the results shown in Table 4.3, principals' idealized influence demonstrates a moderate positive  
relationship with classroom ICT integration (r (108) = 0.557, p<0.001  
Regression Analysis for Idealized Influence  
Regression analysis was conducted to assess whether the predictor variable—idealized influence—significantly  
predicts the dependent variable, ICT integration in classroom practice. Following Cohen’s (1988) effect size  
benchmarks, correlation strength was interpreted as strong (0.50–1.0), moderate (0.30–0.49), and weak (0.10–  
0.29). The analysis also examined the proportion of variance in ICT integration explained by idealized influence.  
The summarized results are presented in Table 4.34.  
Table 4.4: ANOVA Summary for Idealized Influence  
R
R Square  
Adjusted R Square  
Std. Error of the Estimate  
0.557  
0.310  
0.304  
1.34539  
Regression analysis results (Table 4.4) indicate a moderate positive relationship between principals’ idealized  
influence and ICT integration in teaching (R = 0.557). The model explains 31% of the variance in ICT use (R²  
= 0.310), suggesting that leadership style significantly contributes to technology adoption. The remaining 69%  
of unexplained variance points to the influence of other contextual and systemic factors, warranting further  
investigation.  
Table 4.5: Idealized Influence predictive Model  
Model  
Sum of Squares  
Degrees of freedom Mean Square  
86.393  
F
Sig.  
1
86.393  
1
47.729  
0.000  
Regression  
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191.869  
278.262  
106  
107  
1.810  
Residual  
Total  
Dependent Variable: Integration of ICT  
Predictors(constant) Idealized influence  
ANOVA results (Table 4.5) confirmed a significant linear relationship between principals’ idealized influence  
and ICT integration in classrooms, F(1, 106) = 47.729, p < .001. The extremely low p-value indicates a negligible  
likelihood that the observed relationship occurred by chance. Consequently, the null hypothesis was rejected,  
affirming that principals' idealized influence is a significant predictor of ICT adoption in instructional settings.  
Table 4.6: Predictive Values for Idealized Influence components’  
Unstandardized Coefficients  
Standardized Coefficients  
Beta  
T
Sig.  
B
Std. Error  
0.832  
(Constant)  
6.219  
0.239  
7.476  
6.909  
0.000  
0.000  
Idealized  
Influence  
0.035  
0.557  
Regression analysis (Table 4.6) revealed a statistically significant relationship between principals’ idealized  
influence and ICT integration in classroom settings (β = 0.239, p < .001). This suggests that a one-unit increase  
in idealized influence results in a 0.239 unit increase in ICT integration, controlling for other variables. The  
resulting univariate regression model—IT = 6.219 + 0.239(II)—emphasizes the practical impact of leadership  
on technology adoption in education.  
These findings align with prior studies. For instance, Gyansah (2021) found a moderate correlation (r = 0.248)  
between idealized influence and student achievement in Ghanaian schools, highlighting ethical leadership as a  
driver of innovation. Similarly, Kitur et al. (2019) linked principals’ Idealized Influence to improved KCSE  
performance in Kenya, while Muiia (2018) emphasized the role of headteachers as ethical role models in driving  
student outcomes.  
Collectively, the evidence underscores the pivotal role of idealized influence in shaping ICT integration in public  
secondary schools, particularly in Kakamega County.  
DISCUSSION  
The present study found a significant yet modest correlation (R = 0.557, p < .001) between principals’ idealized  
influence and ICT integration in government-sponsored secondary schools in Kakamega County. This indicates  
that while transformational leadership behaviors exist, they are inconsistently practiced. Teachers’ neutral  
responses regarding principals’ visible use of ICT, such as preparing digital slides or projecting instructional  
content, suggest limited role modeling — an essential aspect of idealized influence (Bass & Riggio, 2006).  
The findings align with Bandura’s social learning theory (1977), which posits that individuals learn behaviors  
through observation and imitation of credible models. When principals fail to visibly engage in ICT practices,  
teachers are deprived of concrete examples to emulate, reducing the likelihood of adoption. Conversely, Fullan’s  
educational change framework (2007) highlights the importance of moral purpose and capacity building — both  
linked to idealized influence — in sustaining technological reform. Principals who model ethical ICT use and  
provide professional development establish both the moral and technical foundations for change.  
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Similar to findings by Gyansah (2021) and Kitur et al. (2019), this study revealed that principals’ ethical  
credibility positively affects teacher motivation to integrate ICT. However, contextual barriers—such as  
equipment theft, unreliable electricity, and teacher resistance—limit the manifestation of idealized influence.  
The term “Technosafi,” used by some teachers to describe ICT as a tool for “experts only,” underscores the  
cultural and psychological barriers to adoption, which strong leadership modeling could mitigate.  
Thus, while statistical evidence supports the significance of idealized influence, practical implementation  
remains weak. Principals often espouse ICT integration rhetorically but fail to exemplify it behaviorally.  
According to Ogolla (2017) and Muiia (2018), leadership credibility is derived from visible actions rather than  
directives. Therefore, the modest correlation found may reflect a leadership gap between vision articulation and  
practice enactment. Strengthening this link could enhance transformational influence, build teacher confidence,  
and institutionalize ICT integration more effectively.  
CONCLUSION  
The study concludes that principals’ idealized influence plays a significant yet underutilized role in promoting  
ICT integration in secondary schools. While most principals display ethical professionalism, few actively model  
ICT use, leading to limited teacher engagement with digital tools. This gap weakens the transformational impact  
of school leadership and slows the pace of educational technology adoption.  
Effective digital transformation requires principals to go beyond administrative oversight and exemplify the  
practices they promote. Idealized influence—anchored in ethical integrity, vision, and practical modeling—  
remains a critical leadership dimension for advancing ICT-driven teaching and learning.  
RECOMMENDATIONS  
Capacity Building for Principals: Provide targeted training programs to equip school leaders with practical ICT  
skills and strategies for modeling technology use.  
Visibility in Practice: Encourage principals to actively demonstrate ICT integration during instruction to inspire  
and guide teachers.  
Collaborative Culture: Foster a culture of teamwork where principals regularly engage teachers in decision-  
making and technology planning.  
Policy Implications  
Leadership Development Framework: The Ministry of Education should integrate transformational leadership  
components, including idealized influence, into the national school leadership training curriculum.  
ICT Accountability Mechanisms: Policies should mandate regular monitoring and reporting on ICT usage by  
school leadership to ensure alignment between strategy and practice.  
Infrastructure Security Support: Strengthen policy measures for ICT equipment safety to reduce theft and  
resource loss, which undermine integration efforts.  
Suggestions for Future Studies  
Subsequent studies should examine the mediating role of school culture and teacher self-efficacy in the  
relationship between idealized influence and ICT integration, in high schools.  
Investigate variations in the relationship between idealized influence and ICT integration across different school  
categories (national, county, sub-county) and geographical contexts.  
Explore the relationship between principals' idealized influence, teacher ICT integration, and ultimate student  
learning outcomes to establish a more comprehensive understanding of the impact chain.  
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Limitations of the Study  
This study focused exclusively on public county schools in Kakamega County, thereby excluding private and  
sub-county institutions. As a result, the findings may not be fully generalizable across all educational settings.  
Future research should incorporate a broader sample, including private and sub-county schools, to capture a  
more comprehensive understanding of how principals’ idealized influence impacts ICT integration.  
Additionally, the study relied heavily on self-reported data from principals and teachers, which may be subject  
to social desirability bias or inaccuracies in personal perception. The limited use of classroom observations or  
objective performance data might have constrained the ability to fully validate reported practices.  
The study’s cross-sectional design also limits the ability to infer causality between leadership behaviors and ICT  
integration outcomes. Longitudinal studies would be more effective in tracking changes over time and  
establishing stronger causal relationships.  
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