Influence of Selected Teacher Factors on Information and Communication Technology Integration in Public Secondary Schools in Bungoma County, Kenya

Information and Communication Technology (ICT) integration in schools could change the students’ learning process when a teacher is technologically fit and capable of integrating digital tools into the teaching process. This research was carried out to determine the teacher related variables that affect the ICT integration within the secondary schools of the Webuye West Sub-County, Bungoma County, Kenya. The specific objectives of the research were to: Establish the relationship between teachers’ level of ICT knowledge and ICT integration, determine the influence of selected teacher demographic characteristics and ICT integration and assess the effect of teachers’ perception and ICT integration in public secondary schools in Webuye west sub-county of Bungoma county, Kenya. The research outcomes will provide valuable insights into the training and support needs of teachers in integrating ICT into their instructional practices. The research was based on the Technological Acceptance Model by Davis (1989). The target population consisted of 36 principals and 720 teachers of which the research sampled 257 teachers and 11 principals from public secondary schools from Webuye west sub-county of Bungoma county, Kenya. The teachers were chosen using simple random sampling, and principals were selected purposively. The data was gathered through questionnaires, interview schedules, and classroom observation checklists. Descriptive and inferential statistics were used to analyze quantitative data. In contrast, qualitative data was analyzed and described narratively using a thematic approach. Findings were presented in percentages and tables. The results showed that demographic factors played a significant role in the process of ICT integration. The findings indicated that 52% of males against 48% of females were teaching using ICT. 10.3% of respondents were below 25 years, 29.3% of the respondents who were aged between 26 to 35 years, 48.6% of the respondents who were between the age of 36 to 50 years and 11.8% of the respondents between 50 to 60 years integrated ICT in their teaching. This shows that teachers between 36 to 50 years integrated ICT more than other age groups while those below 25 and 51 to 60 years integrated ICT minimally. The findings also indicated that majority of respondents of a teaching experience of 6 to 15 years accounted for 44% of respondents who used ICT in their teaching While those with a teaching experience of 16 to 25 years accounted for 26.7% of respondents who used ICT in their teaching. Teachers with a teaching experience of below 5 years and over 25 years integrated ICT minimally. Even though the teachers were well-versed in the subject matter, many had not undergone formal training in ICT and encountered a problem due to a lack of proper infrastructure and support. Teachers perceived ICT in a moderate positive way, with the correlation analysis demonstrating the strong positive relationship between ICT knowledge and integration (r = 0.700, p < 0.01) and a moderate positive relationship between perception of teachers and integration (r = 0.380, p < 0.01).  The research findings underscore the responsibility of undertaking improvement of teacher’s competence and attitude to ICT. The research recommends a given ICT training modules, good infrastructure resources, and the development of networks including exchange of good practices. This study research would be important in informing policy interventions that can raise digital literacy and long-run adoption of ICT in schools. This study is restricted to be carried out in one sub-county, which can disrupt the generalization of the outcome.