Thesis:

Influence of teacher-related factors on integration of information and communication technology in teaching in public secondary schools in Naivasha sub county, Nakuru county, Kenya

One of the challenges in the twenty-first century is the inclusion of technology into educational methods. Providing computers and connecting to the Internet is far easier than properly incorporating ICT into the educational process. The study sought to determine how ICT integration in teaching was influenced by teachers' ICT literacy, perceptions on ICT integration in teaching, and teaching experiences in public secondary schools in Naivasha Sub-County, Nakuru County, Kenya. The study focused on the Technological Pedagogical Content Knowledge (TPACK) Model for Technology Integration in Teaching and Technology Acceptance Model (TAM). The study used a descriptive survey research approach. A total of 607 instructors from 39 public secondary schools participated in the survey. A stratified sample, purposeful sampling, and simple random sampling were used to select the study's 242 teachers. A questionnaire distributed to teachers was used to collect data. Pilot testing was conducted in the nearby Kinangop Sub County to assess the reliability and validity of research tools. The test-retest technique was used to examine the reliability of the research instruments, and the coefficient was found to be 0.807. Content and construct validity were validated by pilot testing and inspection by university supervisors. To examine the data, both descriptive and inferential statistics were applied. Multiple regression analysis was utilized to assess the three hypotheses that were developed, and descriptive statistics such as frequencies, means, and standard deviations were employed. For interpretation, qualitative data was grouped into major areas. The influence of the participants' spoken comments was preserved, nonetheless, by using certain qualitative data verbatim. According to the survey results, instructors had a normal distribution of teaching experience, teachers’ perception and a moderate degree of ICT literacy. They also had a good view on ICT integration. The study's three independent variables explained 31.7% of the variation in ICT integration in the classroom (R2 = 0.317). Teachers' perception (β = 0.277, t (225) = 3.901, p < 0.05), ICT literacy (β = 0.430, t (225) = 8.305, p < 0.05) and Teaching experience (β= 0.281, t (225) = 3.932, p < 0.05) were all significant predictors of ICT integration. The findings are expected to have a major impact on how the government assesses the National ICT Policy on Education and Digital Learning Programme, which was ostensibly developed to integrate information and communication technology (ICT) into secondary education in Kenya. The research recommends that in order to provide teachers with the ICT skills and knowledge they need, the Ministry of Education and Teachers Service Commission hold regular professional development seminars and workshops. ICT integration into teacher education programs should be a priority for Teacher Training Colleges (TTCs) and Universities. At the same time, KICD should create and maintain a standard curriculum for planned ICT practical courses that includes a single sit-in test to ensure that graduates are professionally competent at the end of the program.