Head Teachers’ Preparedness For Integration Of Information Communication Technology In Administration Of Primary Schools In Narok North Sub-County

Abstract

The aim of this study was to examine the head teachers’ preparedness for integration of information communication technology in administration of primary schools in Narok North Sub-County. Specifically, the study was set to assess the head teachers ICT training levels, establish the availability of ICT resources for use by head teachers, establish uses of computers by head teachers in administration as well as establishing attitudes of school head teacher towards integration of ICT. The study was propelled by the fact that primary schools’ head teachers in Narok North Sub-County were not prepared to incorporate the use of ICTs resources at their disposal to administration of schools. There were also limited researches done in Narok North Sub-County on head teachers’ readiness in the incorporation of ICT in educational management in primary schools. The study adopted descriptive research design where the aimed population consisted of 202 head teachers of the primary schools in Narok North Sub-County and 1212 primary school teachers. From the study it was established that head teachers’ readiness for integration of information communication technology was influenced by head teachers ICT training levels, availability of ICT facilities, head teachers computer usage as well as school head teachers’ attitude towards ICT integration. The study recommends that the government should provide funds to build and equip computer laboratories and libraries as well as sponsor inservice ICT training for school heads and teachers. The study revealed that, the training levels of head teachers in the utilization of ICT in public primary schools was minimal. The head teachers’ attitude towards the utilization of computers in primary schools was positive and head teachers’ levels of awareness in the use of computer as a suitable tool for administrative purposes was high. It was further recommended that head teachers be provided with professional opportunities in areas of computer technology through regular capacity building courses and workshops and teacher training institutions to evaluate how teacher trainees could be prepared to be computer literate. Suggestions for further study on the extent of the school's head teacher’s readiness in ICT integration in education in the other sub-counties and the role of computer technology on general school administration should be carried out.