THE EXTENT TO WHICH TEACHERS' ICT TRAINING INFLUENCE ICT USE IN TEACHING AMONG PUBLIC SECONDARY SCHOOL TEACHERS IN KIPIPIRI CONSTITUENCY, IN NYANDARUA COUNTY, KENYA

Esther Wachera Njuguna, Michael Kimotho, Elizabeth Nduku

Abstract


The purpose of this study was to investigate the extent to which teachers' ICT training influences ICT use in teaching among public secondary school teachers in Kipipiri Constituency, in Nyandarua County, Kenya. The study was anchored on the Technological Pedagogical Content Knowledge (TPACK) model and the Unified Theory of Acceptance and Use of Technology.  A convergent parallel design was used within a mixed-met HoD approach, with a cross-sectional survey design for quantitative research and a phenomenological design for qualitative research. The target population included 33 schools, 444 teachers, 10,578 students, and 2 sub-county directors and 1 Quality Assurance Officer, with a sample of 12 schools, 196 teachers, 333 students, 12 principals, and 12 Heads of Departments. Stratified Simple random sampling and purposive sampling were employed. Questionnaires, interviews, focused group discussions, document analysis, and observation were used to collect data. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were transcribed, coded, and categorized into themes. Findings revealed that teachers in the Kipipiri constituency do not receive sufficient ICT training, despite initial training being relevant to their teaching needs. The analysis showed that teachers’ ICT training had the highest impact, with a standardized coefficient of β = 0.274 (p = 0.003), indicating its crucial role in enhancing ICT use. These findings highlight the importance of targeted training and positive attitudes in improving ICT use in educational settings. Based on these results, it is recommended that educational policies prioritize comprehensive ICT training for teachers to enhance integration and effectiveness in the classroom. The study suggested that the government, through the Teachers Service Commission, implement a comprehensive ICT policy that includes mandatory, ongoing professional development for teachers, focusing on ICT use and technical troubleshooting. These measures would help improve teachers' preparedness and enhance the effectiveness of ICT use in teaching and learning.

 

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Kenya, Kipipiri, teachers, ICT training, influence, ICT use, teaching

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i3.5896

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