Influence of school leadership in integration of information communication technology in teaching and learning in public secondary schools: a case of Buuri sub-county, Meru, Kenya
The study was an investigation of the influence of school leadership in integration of information communication technology in teaching and learning in public secondary schools in Kenya. The study was a case of Buuri Sub-county of Meru County. Certain factors that are pertinent to characteristics of the school can have significant impact in influencing the use of ICT skills in learning and teaching opportunities in school environments. The Objectives of the study included to establish the influence of school leadership technical support, ICT policy support, school leadership support for infrastructures and the influence of school leadership support for staff skills development on the integration of ICT in teaching and learning. The study was based on the School Based Management (SBM) model which is primarily strategy to decentralize decision making to the individual school site. The research design was descriptive survey research and involved the collection of data concerning the influence of school leadership on the implementation of ICT in teaching and learning. The research was conducted on the public secondary school in Kenya, Meru County in Buuri sub-county. Buuri sub- County has a total of 29 public secondary schools. Stratified and simple random sampling was used. The simple random sampling was applied on 29 schools to get strata of 9 schools while stratified random sampling was used to select respondents. All the study variables were analyzed by use of non-parametric spearman’s correlation co-efficient inferential statistical tools as the measurement of the responses is at nominal and ordinal scale, while descriptive statistical analysis measures of central tendency and dispersion was adopted for section ‘A’ of the questionnaire which generate the general background information of the respondents. The study established that school leadership technical support had no influence on integration of ICT in teaching and learning in secondary schools. The study also established that school leadership support for infrastructures, school leadership support for staff skills development and school leadership support for ICT policy had influence on integration of ICT in teaching and learning in secondary schools. It is recommended that more awareness should be made by the bodies that are charged with policy so as to increase the involvement as most had little to offer on the influence of policies in the integration of ICT in teaching and learning in secondary schools.