INFLUENCE OF STAFF TRAINING ON IMPLEMENTATION OF DIGITAL LITERACY PROGRAMMES IN PUBLIC SECONDARY SCHOOLS INMUKAA SUB-COUNTY, MAKUENI COUNTY, KENYA
Abstract
Statement of the Problem: School management plays a key role in the implementation of digital literacy programs. However, in Mukaa Sub-county, the implementation of digital literacy programs has not been smooth, with few schools having adopted DLP, few teachers using ICT, and few students enrolled in computer classes.
Purpose of the Study: To assess the influence of staff training on the implementation of digital literacy programs in public secondary schools in Mukaa Sub-county, Makueni County, Kenya.
Methodology: The study adopted a mixed methodology and thus applied a concurrent triangulation research design. The target population was 420 respondents, which comprised 40 principals and 380 teachers, from which a sample of 204 respondents was determined using Yamane's Formula. However, from each zone, 62 teachers were selected using simple random sampling. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially.
Findings: The study found that the implementation of DLP still faces numerous challenges, with the number of public secondary schools that have adopted it being few. This is attributed, to some extent, to a lack of adequate staff training.
Recommendations: The study recommends that school management should continue training teachers to equip them with the prerequisite skills and wherewithal for the effective implementation of DLP in public secondary schools.
Keywords: Staff Training, Digital Literacy Programmes, Public Secondary, Mukaa Sub-County, Makueni County
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