Teachers’ perceptions and integration of information, communication, and technology tools in lesson delivery among selected secondary Schools in Busiki County, Namutumba District. A cross-sectional study.
Résumé
Background: This study examined the relationship between teachers’ perceptions and the integration of Information Communication and Technology (ICT) tools in lesson delivery among selected secondary schools in Busiki County, Namutumba District, Uganda. Methodology: The study adopted a descriptive cross-sectional survey design with a correlational approach using mixed methods. Data were collected from a sample of 60 respondents comprising 54 teachers selected through simple random sampling and 6 head teachers selected purposively from six secondary schools in Busiki County. Quantitative data were analyzed using SPSS version 25.0 through descriptive statistics, Pearson correlation, and regression analysis, while qualitative data were analyzed thematically. Results: Findings revealed a high response rate of 92.6% among teachers and 100% among head teachers. Male respondents constituted 54%. Most teachers (50%) had teaching experience ranging from 6 to 10 years. Results showed that teachers generally held positive perceptions toward ICT integration, with 58% strongly agreeing that ICT improves teaching effectiveness and 50% indicating that ICT enhances student engagement. A strong, positive, significant relationship was established between teachers’ perceptions and ICT integration in lesson delivery (r = 0.652, p = 0.000). Regression results further indicated that teachers’ perceptions significantly predicted ICT integration (β = 0.52, p = 0.000). Conclusion: The study indicates that positive teachers’ perceptions significantly enhance ICT integration in lesson delivery. Recommendation: Schools should carry out regular ICT training, teacher mentorship programs, and improved institutional support to strengthen teachers’ confidence, attitudes, and effective use of ICT in teaching and learning processes.
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