INFLUENCE OF SELECTED SCHOOL MANAGEMENT PRACTICES ON UTILIZATION OF INFORMATION COMMUNICATION TECHNOLOGY IN TEACHING ACTIVITIES IN PUBLIC SECONDARY SCHOOLS IN NAKURU EAST SUB-COUNTY, KENYA

Abstract

Utilization of Information Communication Technology (ICT) in teaching activities has attracted the attention of many educators. However, utilization of ICT in education has not been successfully implemented in schools in Kenya. The purpose of this study was to investigate utilization of ICT in teaching activities in secondary schools in Nakuru East Sub-County, Kenya. This study was guided by the following objectives: to establish the influence of teacher motivation practices, teacher training practices, resource allocation practices and school policies on utilization of ICT in secondary schools in Nakuru East Sub-County, Kenya. The theoretical framework for this study was the Model of Acceptance with Peer Support (MAPS) developed by Skykes and Unified Theory of Acceptance and Use of Technology. Descriptive Survey Design was used for this study. The target population of the study was 469 teachers, 19 principals in 19 secondary schools in Nakuru East Sub-County, Kenya. Census sampling was used. 2 principals and 46 teachers were selected in the piloting of the instrument. Sample size was 423 teachers and 17 principals. Closed-ended questionnaires were employed for data collection, initially piloted in Nakuru East Sub-County, and subsequently validated by field supervisors and subject matter experts. Reliability was assessed using the test-retest method, and the constructs measured were to a great extent. The data analysis encompassed both descriptive (percentages and means) and inferential statistics, resulting in correlation and regression coefficients. The findings show a moderate positive relationship between teacher motivation practices and ICT utilization in teaching activities (r=0.58; p<0.05). A statistically significant relationship exists between teacher training practices and ICT use in teaching activities (r=0.59; p<0.01). Similarly, ICT Resource Allocation Practices correlate significantly with ICT application in teaching (r=0.622; p<0.05), as do school policies (r=0.359; p<0.05). The study recommends that to enhance ICT utilization in teaching, motivating teachers with ICT certificates and skill development is vital, alongside strengthening teacher training through seminars. Allocating ICT resources such as laptops and e-learning accessories further supports ICT use. School management should support teachers, encourage ICT resource utilization, and explore effective training methods. Providing ICT resources to teachers and schools enhances teaching activities. Developing ICT policies can reinforce teacher ICT use. This study informs school boards on improving ICT utilization, potentially enhancing teacher productivity, as well this study adhered to ethical provisions.