Principals’ Levels of Financing of Capacity Building Programmes as a Predictor ICT Integration in Secondary Schools in Nairobi City County, Kenya
DOI:
https://doi.org/10.53819/81018102t5365Abstract
The integration of Information and Communication Technology (ICT) in education is now recognized globally as essential for enhancing teaching effectiveness and improving learning outcomes. Nevertheless, many schools struggle with effective uptake of ICT, leading to low adoption rates and underutilisation of available resources. This study examined the influence of principals' levels of financing of teachers' capacity-building programmes on ICT integration in Secondary Schools in Nairobi City County. The study was anchored on information systems theory. It adopted a descriptive survey design. The population comprised 142 principals and 2,955 teachers from secondary schools in Nairobi City County. The study utilised stratified proportionate sampling to select 296 teachers and included all 142 principals. Data was collected using questionnaires, interview guides and an observation checklist. A pretest was conducted in 14 schools and confirmed construct validity through factor analysis, with all items recording factor loadings above the 0.4 threshold. Reliability was confirmed using Cronbach’s alpha, with all scales yielding values above 0.7. The study found that principals' levels of financing of teachers' capacity-building programmes (r=0.772, p=0.000) had a significant positive association with teachers' ICT integration. Regression analysis revealed that principals’ levels of financial support for teachers’ capacity-building programs explained 59.6% of the variance in ICT integration outcomes (R² = 0.596), with budget allocation percentage (B = 0.175, p = 0.000) having the strongest impact, followed by per-teacher expenditure (B = 0.153, p = 0.002). The study concludes that the level of financing allocated by principals for teacher training is a key determinant of ICT integration in Nairobi secondary schools, as schools that invest more in teacher capacity building consistently report better technology adoption outcomes. The study recommends that principals prioritize funding and organizing regular, practical ICT capacity-building programs to strengthen teachers’ digital skills and instructional effectiveness. It also recommends supporting teachers in pursuing external certifications and learning opportunities to stay updated with evolving educational technologies.
Keywords: Principals' financing, teachers, capacity building, integration, ICT, Secondary Schools, Nairobi City County.
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