rincipals' Provision of Infrastructure: Predictor of Teachers' Integration of ICT in Secondary Schools in Nairobi City County, Kenya

Abstract

The integration of Information and Communication Technology (ICT) in secondary education remains a major challenge despite growing policy emphasis and increased availability of digital tools. This study examined the influence of principals’ provision of ICT infrastructure on teachers’ integration of ICT in secondary schools in Nairobi City County, Kenya. Grounded in the Diffusion of Innovations Theory (Rogers, 2003) and the Technology Acceptance Model (Davis, 1989), the study adopted a descriptive survey design targeting 142 principals, 17 sub-county officers, and 2,955 teachers, with a stratified sample of 296 teachers. Data were collected through questionnaires, interviews, and an observation checklist; construct validity was confirmed through factor loadings above 0.4 and Cronbach’s alpha values exceeding 0.7. Pearson correlation analysis revealed a strong positive relationship between principals’ ICT infrastructure provision and ICT integration (r = 0.667, p = 0.000). Regression analysis confirmed that infrastructure provision significantly predicts integration (B = 0.242, p = 0.000), meaning each unit improvement yields a 0.242 increase in integration levels. The effect ranked fourth among five leadership-related predictors, underscoring that infrastructure is necessary but not sufficient without complementary teacher capacity building. The study concludes that inadequate hardware, software, connectivity, and maintenance systems limit ICT use, with connectivity deficits most severe. It recommends prioritizing reliable internet connectivity, developing strategic multi-year infrastructure plans, and institutionalising systematic maintenance cycles.