INFLUENCE OF PRINCIPALS' SUPERVISION OF THE TEACHERS ON THEIR INTEGRATION OF ICT IN SECONDARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA
Abstract
Purpose of the study: The study examined the influence of principals' frequency of supervision on the integration of ICT by teachers in secondary schools in Nairobi City County.
Methodology: The research employed a descriptive survey design. The target population comprised 142 principals, 17 county education officers, and 2,955 teachers. Stratified proportionate sampling was used to select 296 teachers, while all principals and county education officers were included in the study. Data were collected using questionnaires, interview guides, and an observation checklist. A pilot study was conducted to confirm the validity and reliability of the research instruments, with factor analysis and Cronbach’s alpha coefficients above 0.7, indicating acceptable consistency.
Findings: The study found a significant positive correlation between principals' supervision levels and teachers' ICT integration (r=0.716, β=0.850, p=0.000), with the regression model explaining 51.3% of the variance in ICT integration.
Conclusion: The study concluded that principals' active supervision plays a crucial role in promoting ICT adoption by creating a supportive environment through regular monitoring, feedback, and guidance.
Recommendations: The study recommends that principals establish a strong supervision framework to monitor lesson planning, instruction, and assessment methods, conduct periodic evaluations, and encourage peer observations and mentorship programs to enhance ICT integration among teachers.
Keywords: Principals' supervision, teachers, integration of ICT secondary schools, Nairobi city county
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