An Investigation of the Relationship of ICT Access of Principals and ICT integration in Management Public Secondary Schools in Kenya

Chepkonga, Susan

doi:10.31686/ijier.vol3.iss6.380

Cited by 4 publications

(4 citation statements)

References 47 publications

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“…Various studies have documented that there is no significant influence of gender on the various aspects of the use of ICT in education. Past studies have shown that there was no gender difference in the use of ICT tools in education in various places Chekponga (2015) and Mutsiya et al (2017) in Kenya; Takachi et al (2018) in Lebanon; Uko et al (2020) in Nigeria; Hoque et al (2012) in Malaysia and Jumba (2019) in Nigeria. Considering perceptions on the general use of ICT, Yuan and Lee (2012) found no gender difference among Taiwan teachers while Yukselturk and Bulut (2009) found no gender difference for self-motivation for online learning course.…”

Section: Differences On the Extent Of Pre-service Teachers Readiness ...mentioning

confidence: 97%

Readiness and exposure to information and communication technology instructional resources among pre-service teachers

Lausa,

Balinario,

Arceño

2024

JPR

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Readiness of teachers to use Information and Communication Technology [ICT] to teach is currently a major issue in the education system as it plays a significant role to teacher-learning continuity due to its relationship to flexible teaching/learning as the country's education response during pandemic. Preparing future teachers to use ICT to teach effectively to facilitate variety of learning modes is an enormous challenge for teacher training institutions. In this study, the ICT readiness of the 148 pre-service teachers in the College of Education was assessed. Quantitative design was used utilizing a validated and reliability tested researchers' made survey questionnaire. The data are analysed using frequency and percentage distribution, Mean, Mann-Whitney U test and Kruskal Wallis Test. Generally, the pre-service teachers are ready to use ICT to teach while access to ICT enabling environment and infrastructure at school is moderate. Likewise, pre-service teachers are exposed to ICT in teaching and have experience the pedagogical use of ICT in school and their field of placements and they gain confidence to integrate ICT in teaching-learning process. Finally, pre-service teachers consider technology integration as the future of teaching and learning that will change the landscape of the Philippine Education System towards achieving sustainable development goal 4 'Quality Education'.

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Section: Differences On the Extent Of Pre-service Teachers Readiness ...mentioning

confidence: 97%

Readiness and exposure to information and communication technology instructional resources among pre-service teachers

Lausa,

Balinario,

Arceño

2024

JPR

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“…Managerial and entrepreneurial skills comprise planning, organizing, directing, decision making, problem solving, personal drive, creativity, self-reliance, and more (Suarta, Suwintana, Sudhana & Hariyanti, 2017). ICT skills include web browsing, e-mail, database and spreadsheet management, and other computer and technology skills (Chepkonga, 2015), while communication skills include reading, writing, speaking, and listening, which are involved in the process of receiving, generating, or transmitting messages (Suarta et al, 2017). Socio-psychological skills comprise inter-personal and intra-personal skills (Low, Botes, Rue & Allen, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Career Readiness of Graduating Office Technology and Management Students in Polytechnics in Southeast Nigeria

Ezechukwu

Okanazu²,

Babalulu³

et al. 2021

IJLTER

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Career readiness of graduating Office Technology and Management (OTM) students of polytechnics in three states of South-East Nigeria was assessed. Career readiness was determined based on the extent to which the students possessed the attitudes and skills required for advancing on the OTM career path. The skills were aggregated into six clusters: office, managerial, entrepreneurial, ICT (information and communication technology), communication, and socio-psychological skills. Two research questions guided the study, namely (i) the extent to which the graduating OTM students possessed the requisite skills, and (ii) the career readiness index of the students. A total of 179 HND (Higher National Diploma) II students of OTM at the time of the study constituted the study population. A questionnaire, structured on a five-point scale in line with the indicators for career readiness was used to collect data from the participants. The instrument was face validated and trial tested prior to the study, yielding a 95-reliability coefficient. Mean and standard deviations were used to answer research question one, while research question two was answered using the career readiness index formula. Findings of the study showed an average career readiness index of 3.06 for the graduating OTM students in the polytechnics studied. The indicators showed that the students were lacking in office, managerial, entrepreneurial and communication skills, but rated very high in ICT and socio-psychological skills. The study concludes that there is a need for improvement and recommends, among others, that the institutions should strengthen their partnership with industry for work-based training of students to support improved effectiveness of the OTM programme.

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“…School systems have come under scrutiny from stake holders such as the government and the community in instances where there has been lax discipline in schools. Often the deputy principal is charged with the duty of ensuring that discipline is maintained to enable leaning (Macharia et al, 2014). Whereas guidance and counseling services in schools have been established to provide solutions of managing student discipline, the deputy principal is required to provide a positive view to learning (Odoyo et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Disciplinary Roles of the Deputy Principal that Enhance Students’ Academic Performance in Secondary Schools: A Study of Secondary Schools in Bungoma South Sub-County, Kenya

Njoroge

Sisa

2023

EJEDU

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The administrative duties performed by the deputy principals tend to obscure their academic responsibilities. The purpose of this study was to explore the deputy principals’ disciplinary role in enhancing students’ academic performance in secondary schools, in Bungoma South Sub-County, Kenya. A student’s academic performance is the sum of all curriculum implementation achievements as depicted from formative, continuous and summative evaluations, both internal and external. This study was necessitated by the need for an elaborate framework that could recognize the disciplinary functions of the deputy principal’s office in secondary schools that occasion academic success. The study was grounded on Hargreaves’ Capital Theory of School Effectiveness and Improvement of 2001. From the findings, there was an equivalent 79.55% agreement with suggested academic performance enhancement indicators. The Pearson’s correlational coefficients between the independent variables and the dependent variable ranged between 0.005 at 0.01 confidence level and 0.023 to 0.029 at 0.05 confidence level. This implied that a significant correlation between students’ academic performance and the disciplinary role of deputy principals in secondary schools in the Bungoma South sub-county was found to exist. The findings of the study have implications for policy, research, and practice.

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An Investigation of the Relationship of ICT Access of Principals and ICT integration in Management Public Secondary Schools in Kenya

Cited by 4 publications

References 47 publications

Readiness and exposure to information and communication technology instructional resources among pre-service teachers

Readiness and exposure to information and communication technology instructional resources among pre-service teachers

Career Readiness of Graduating Office Technology and Management Students in Polytechnics in Southeast Nigeria

Disciplinary Roles of the Deputy Principal that Enhance Students’ Academic Performance in Secondary Schools: A Study of Secondary Schools in Bungoma South Sub-County, Kenya

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