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Factors Influencing Principals’ Leadership for ICT Integration in Public Secondary Schools Management in Bungoma County, Kenya

机译：肯尼亚邦戈马县公立中学管理中影响校长ICT整合领导力的因素

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In this 21 st century, there is global recognition of integrating Information Communication Technology (ICT) as a contemporary tool for best management practices. The Kenya government ICT Policy and strategy (2006) encourages ICT integration in school management for quality service delivery. The government further entered into partnership with development agencies and private organizations to promote ICT integration. By so doing, the government had at heart school principals to exact their leadership overseeing successful integration. However, despite the efforts, progress has been short of expectations. For instance in Kajiado County, 51% of teachers lacked Internet accessibility, 55% lacked administrative support for professional development in ICT while in Kakamega County, 61.9% of schools lacked ICT technical support and 57.1% had inadequately trained staff in ICT use. In Bungoma County, over 75% of public secondary schools have 1-10 computers and 25% have 11-40 and electricity installed. Even with this ICT infrastructure, principals’ hardly integrated ICT in management due to deficits in operational budgets which raised questions on principals’ leadership as key players in ICT integration hence the need for this study. This paper sought to determine factors influencing principals’ leadership for ICT integration in PSSM in Bungoma County, Kenya. This study adopted Hasan (1998) Activity Theory which states that whole work activity is broken into three parts namely subject, tool and object. Descriptive survey research design was employed. The study population comprised of 272 Principals and 272 Deputy Principals (DPs) and 272 Director of Studies (DOS) Saturated sampling technique was utilized to select 245 DPs while simple random sampling technique was utilized to select 82 principals and 123 DOS. Data collection instruments were Interview Schedule, Questionnaire, Observation Checklist and Document Analysis Guide. Validity was ascertained by revising the instruments based on feedback from experts in the School of Education, Maseno University. A test re-test method was used and Cronbach alpha (α) reliabilities of the instruments which were above 0.70 threshold was therefore acceptable. Mixed methods approach was used in data collection and analysis. The study revealed that 62.2% of the respondents cited finance and administrative support and 64.6% cited attitude as factors influencing principals’ leadership for ICT integration in PSSM. It was concluded that financial and administrative support was inadequate. The study recommended that MOE should increase its budgetary allocation and mount an in-service program on principals’ leadership to enhance ICT integration skills.
机译：在21世纪，全球公认将信息通信技术（ICT）集成为最佳管理实践的现代工具。肯尼亚政府的ICT政策和策略（2006）鼓励将ICT整合到学校管理中，以提供优质的服务。政府进一步与发展机构和私人组织建立了伙伴关系，以促进ICT的融合。这样一来，政府必须让负责学校的校长们发挥领导作用，监督成功的整合。然而，尽管作出了努力，但进展仍未达到预期。例如，在加吉亚多县，有51％的教师无法访问Internet，有55％的人缺乏对ICT专业发展的行政支持，而在Kakamega县，有61.9％的学校缺乏ICT技术支持，还有57.1％的员工对ICT的使用培训不足。在邦戈玛县，超过75％的公立中学安装了1-10台计算机，而25％的安装了11-40台计算机。即使有了这种ICT基础设施，由于运营预算不足，校长也很难将ICT整合到管理中，这引发了对校长作为ICT集成关键参与者的领导能力的疑问，因此需要进行此项研究。本文旨在确定影响校长在肯尼亚邦戈马县PSSM中进行ICT集成的领导因素。这项研究采用了哈桑（1998）的活动理论，该理论指出整个工作活动分为三个部分，即主体，工具和客体。采用描述性调查研究设计。研究人群由272位校长和272位副校长（DP）和272位研究主任（DOS）组成，采用饱和采样技术选择245位DP，同时采用简单的随机采样技术选择82位校长和123位DOS。数据收集工具包括访谈时间表，问卷，观察清单和文件分析指南。通过根据Maseno大学教育学院专家的反馈意见对工具进行修订来确定有效性。使用了重新测试的测试方法，因此仪器的Cronbachα（α）可靠性高于0.70阈值是可以接受的。混合方法方法用于数据收集和分析。该研究表明，有62.2％的受访者引用了财务和行政支持，而64.6％的受访者则表示态度是影响校长在PSSM中整合ICT的领导力的因素。结论是财务和行政支持不足。该研究建议教育部增加预算拨款，并在校长的领导下开展一项在职计划，以提高信息通信技术的整合能力。

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