Teacher characteristics and the Use of ICT in Rural Secondary Schools of Bwera Sub County, Kasese District, Uganda

Abstract

This study investigated the relationship between teachers’ characteristics and their use of ICT in teaching in rural secondary schools located in Bwera Sub County, Kasese District of Uganda. Bwera Sub County is a hard-to-reach rural area in western Uganda. Specifically, the study examined whether teacher characteristics, namely, teachers perceived usefulness, perceived ease of use and teacher ICT competence, influenced teachers’ use of ICT in teaching with the secondary schools. Using the correlational research design, data were collected using a self-administered questionnaire on a sample of 127 school teachers. Descriptive results revealed that teachers rated their use of ICT and perceived competence as poor, rated ICT's usefulness as good, and their use of ICT as fair. Regression analysis revealed that perceived usefulness, ease of use, and ICT competence had a positive and significant influence on ICT use in teaching and learning. It was concluded that perceived usefulness is a prerequisite for teachers’ use of ICT, perceived ease of use is imperative for the use of ICT, and competence is essential for the use of ICT. Therefore, it was recommended that in rural secondary schools, the Ministry of Education and headteachers should provide awareness training to teachers about the usefulness of IC, train teachers to use ICT, and develop their ICT competence.

Keywords

• rurality
• teacher characteristics
• perceived usefulness
• perceived ease
• teachers ict competencies