| dc.description.abstract | Operative ICT integration is very crucial for the management of the public secondary
schools in the modern world of technology. This study sought to evaluate the
determinants of principals’ integration of ICT in public secondary schools in Machakos
Sub-County, Machakos County Kenya. The objectives of the study were to: examine
the influence of principals’ characteristics on ICT integration, investigate how
principals’ level of ICT literacy affect ICT integration, determine the effects principals’
provision of ICT resources on ICT integration and to examine the effects of principals’
attitude on ICT integration in public secondary schools in Machakos Sub-County. The
study was grounded on two theories: Unified Theory of Acceptance and Use of
Technology (UTAUT) developed by Venkatesh, Morris, Davis, and Davis (2003) who
aimed at explaining how users accepted IT, their intensions and behavior and the second
theory was the Technology Acceptance Model (TAM) by Davis (1989) which was
based on factors influencing user adoption and acceptance of technology. The study
adopted a descriptive research design. The target population of the study consisted of
44 principals and 528 heads of department (HOD) of the public secondary schools in
Machakos Sub-County. A simple random sampling and purposive sampling was
utilized to select a sample of nine public secondary schools in Machakos Sub-County
where nine principals and 105 heads of department participated in the study. The
quantitative data was collected by means of a well-structured questionnaire for heads
of departments (HODs) and qualitative data was collected through interviewing the
principals to evaluate the determinants of principals’ integration of ICT in public
secondary schools in Machakos Sub-County, Machakos County. Quantitative data was
analyzed through descriptive statistics which included the use of percentages, pie
charts, bar graphs, tables and frequencies while qualitative data was analyzed
thematically. A pilot study was done among three principals and 30 heads of department
of public secondary schools in Kathiani Sub-County and Cronbach alpha (α) was used
to test the reliability of the instruments. Validity was proven through expert judgment.
Reliability coefficient (r) between the two sets of scores was obtained using Cronbach
Alpha Method. If a reliability coefficient of r≥0.75 was obtained, then it indicated a
high internal reliability and the instrument yielded reliability coefficient of 0.75 (75%).
The study therefore concluded that principals’ characteristics, level of literacy,
provision of resources and attitude had significant influence ICT integration. The
qualitative data was presented in form of narrative and integrated within the quantitative
data. The study concluded that principals’ attitude, characteristics, level of ICT literacy
and provision of resources influenced the integration of ICT in public secondary
schools of Machakos Sub-County, Kenya. The study recommended that the Ministry
of Education which is responsible for ensuring that schools offer quality education
should allocate an adequate budget to facilitate provision of resources for ICT
integration and also train the principals on ICT changes and development to improve
their ICT skills. | en_US |
