INFLUENCE OF PRINCIPALS’ LEVEL OF ICT LITERACY ON INTEGRATION OF ICT IN PUBLIC SECONDARY SCHOOLS IN MACHAKOS SUB-COUNTY

In Machakos Sub-County ICT integration by the principals is yet to be effectively implemented. In most cases principals’ skills in ICT are minimal thus the purpose of the study was to investigate the influence of principals’ level of ICT integration in Public Secondary Schools in Machakos sub-county, Kenya. The study was delimited to principals’ level of ICT literacy in ICT integration. The study was guided by two theories: Unified Theory of Acceptance and Use of Technology (UTAUT) and Technology Acceptance Model (TAM) The study adopted a descriptive research design. Cronbach alpha (α) was used to test the reliability of the instruments. The data was collected by means of a well-structured questionnaires for heads of departments (HODs) and, principals were interviewed. Quantitative data was analyzed through descriptive statistics which included the use of percentages and frequencies while qualitative data was analyzed thematically. The findings of the study were principals’ level of ICT literacy influenced ICT integration in school management. The study concluded that principals’ level of ICT literacy affected the integration of ICT in public secondary schools of Machakos Sub-County, Kenya. The study recommended that the ministry of education which was responsible for ensuring that schools offer quality education and ICT be included in the syllabus and train principals on ICT developments for them to be updated.