标题：The Relationship between Teacher Characteristics and Information and Communication Technology (ICT) Integration in Public Secondary Schools in Nakuru Town Sub-County, Kenya
出版社：The International Institute for Science, Technology and Education (IISTE)
摘要：This study sought to examine the relationship between teacher characteristics and ICT integration in public secondary schools in Nakuru Town Sub-county. The objectives of the study were: To establish the relationship between attitude and ICT integration; to establish the relationship between motivation and ICT integration, and to determine the overall effect of teacher characteristics on ICT integration. This study employed a descriptive analysis. The data was analyzed quantitatively. The study adopted a descriptive research design. Primary data was collected using a self-administered questionnaire. The relationship between teacher characteristics and ICT integration was tested statistically using Pearson Moments Correlation. Relationships between teacher characteristics and ICT integration in public secondary schools was determined at the alpha level of p<0.05. To describe the various elements of teacher characteristics on overall ICT integration, descriptive analysis (percentages) was done. Data was presented using tables. The purposive sampling design was used in the study where one Headteacher, one Head of ICT Department and one ICT teacher were purposively sampled from each of the 22 public secondary schools yielding a sample size of 66 teachers.The study established that teachers’ characteristics affect ICT integration positively. The study is beneficial to policy makers when developing teacher programs; it also helps teachers to see that intervention programs can influence their instructional behaviors; and it also provides evidence to researchers that teacher beliefs can be challenged.The study thus recommends that policymakers should incorporate the actual use of ICT when developing teacher programs. Considering the influence of the teacher characteristics on classroom use of ICT, professional teacher development should be aware of the direct impact of these variables, especially the role of teacher ICT motivation.
