An Investigation of Contextual Factors for ICT Adoption and Utilization by Administrators and Managers of Basic Schools

Authors

DOI:

https://doi.org/10.46328/ijte.224

Keywords:

ICT adoption, ICT utilization, School administrators, Basic schools.

Abstract

This quantitative study was carried out to find out the contextual factors that relate to ICT adoption and utilization by school administrators in a school district in Ghana. The study adopted the cross-sectional survey design, and used the census sampling technique to collect data from 69 participants, and analyzed using multiple linear regression. The study found that five out of the six factors – Attitude towards ICT; Perceived Usefulness of ICT tools; Access and Availability of ICT tools; Training and Technical Support; and Motivation and Incentives for using ICT tools – were the major contextual factors that relate to ICT adoption and utilization. Also, Motivation and Incentives for using ICT tools made the strongest unique contribution (Beta = .496) to predicting ICT adoption and utilization, when the variance explained by all other factors is controlled for. The study also found that Perceived Ease of Use was not a significant factor for predicting ICT adoption and utilization by school and administrators. It was recommended that school administrators should be given the necessary training and support, and particularly be adequately motivated, in order to concretize their ICT adoption and utilization decisions.

Author Biographies

Ephraim Quaynor Teye, University of Education, Winneba P. O. Box, 25, Winneba Ghana

Student at the Department of ICT Education.Interested in reviewing submissions relating to ICT applications in education.

Bernice Duah, Konongo Odumase Senior High School P. O. Box 8, Konongo Odumase Ghana

Teacher at Konongo Odumase Senior High School.

References

Teye, E. Q., & Duah, B. (2022). An investigation of contextual factors for ICT adoption and utilization by administrators and managers of basic schools. International Journal of Technology in Education (IJTE), 5(2), 351-368. https://doi.org/10.46328/ijte.224

Downloads

Published

2022-05-18

Issue

Vol. 5 No. 2 (2022)

Section

Articles

License

Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.

The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Technology in Education (IJTE), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.

Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.