Benson Chege Njuguna, Lydia Kipkoech, Simon Wanami


This study sought to find out the effect of management of ICT infrastructural resources on the implementation of TPAD Policy in Public Secondary Schools in Trans Nzoia County, Kenya. The study was guided by ‘goal-setting theory. Concurrent triangulation design was used to sample 342 Principals and teachers from a target population of 2340 respondents comprising of 242 principals and 2098 teachers from 242 public secondary schools. Stratified and random sampling methods were used to select respondents. Questionnaires were used to collect information and opinions from Principals and teachers. Expert judgments from supervisors were used to improve content validity. Data was analyzed using descriptive and inferential statistics. The results of the study were presented using frequency tables and percentages. From the linear regression model, the study revealed a positive significant effect of teachers’ perception on implthe ementation of TPAD policy. From linear regression model, (R2 = .206) showed that ICT infrastructure resources account for 20.6% variation in the implementation of TPAD policy. There was a positive significant effect of ICT infrastructure resource (β3=0.700 and p value<0.05) on implementation of TPAD policy. Therefore, an increase in ICT infrastructure resources leads to an increase in the implementation of the TPAD policy. The null hypothesis (Ho1) was rejected. ICT infrastructure resoresources a significant influence on the implementation of TPAD policy. This implies that for each increase in the ICT infrastructure resource, there was more implementation of the TPAD policy. The study concluded that the management of teaching staff affects the implementation of TPAD in public secondary schools in Trans Nzoia County. Head teachers with better staff management skills helped teachers to shift to the new paradigm of an appraisal system which has openness, reliability, and accountability as its hallmarks. The Ministry of Education and TSC should improve ICT infrastructure especially in sub-county schools and continuously capacity build teachers and school administrators on emerging trends in education management information systems. There is a need for the ministry of education to provide ICT infrastructural resources in every public secondary school in Trans Nzoia County in order to enhance the implementation of TPAD policy.


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DOI: http://dx.doi.org/10.46827/ejes.v9i1.4135


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