Teacher characteristics and use of ICT in the teaching - learning in Secondary Schools of Mpondwe Lhubiriha Town Council, Kasese District-Western Uganda
Loading...
Date
2021-04
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kampala International University
Abstract
This study investigated the relationship between teachers’ characteristics and their use of Information and Communication Technologies (ICT) in teaching and learning in secondary schools in Mpondwe Lhubiriha Town Council in Kasese District, Uganda. Specifically, the study examined whether teacher characteristics namely; teachers perceived usefulness of ICT, perceived ease of use of ICT and teacher ICT competence influenced their use of ICT in teaching and learning. This study adopted the correlational research design on a sample of 127 secondary school teachers. Data was collected using a self-administered questionnaire and analyzed using Statistical Package for Social Scientists (SPSS). At univariate level, descriptive statistics: frequencies mean and standard deviation were used while at bivariate level, inferential statistics: correlation and regression were used. Descriptive results revealed that teachers rated their use of ICT and perceived competence as poor, and rated usefulness of ICT as good and their use of ICT as fair. Regression analysis revealed that perceived usefulness, perceived ease of use and ICT competences had a positive and significant influence on use of ICT in teaching learning. It was concluded that perceived usefulness is a prerequisite for teachers’ use of ICT, perceived ease of use is imperative for use of ICT and competences are essential for use of ICT. Therefore, it was recommended that the Ministry of Education and head teachers should provide awareness trainings to teachers about the usefulness of ICT. The Ministry of Education and Schools should train teachers on the use of ICT and develop their ICT competences.