Information Communication Technology Use and Job Performance of Teachers at a Private International School in Uganda

Wilson Mugizi,Christopher Mwujuka Amwine

doi:10.4236/ce.2020.112012

Abstract

This study assessed the influence of information communication technology (ICT) use on job performance of teachers at a private International School in Kampala, Uganda. Specifically, the study assessed the influence of ICT enabled school administration, electronic information resources access and ICT enabled collaborative teaching and learning on job performance of teachers. Using the correlational research design, data were collected from teachers using a self-administered questionnaire. Descriptive results showed that performance of teachers was good and use of ICT enabled school administration, electronic information resources access, collaborative teaching and learning was high. Regression analysis revealed that while electronic information resources access had a positive and significant influence on job performance of teachers, ICT enabled school administration and ICT enabled collaborative teaching and learning had a positive but insignificant influence on performance of teachers. It was concluded that electronic information resources access is very essential for job performance of teachers but ICT enabled school administration and ICT enabled collaborative teaching are not critical for job performance of teachers. It was thus recommended that stakeholders in the education sector including the Ministry of Education, Directors of schools and head teachers should promote teachers’ access to electronic information resources access giving less emphasis to ICT enabled school administration and ICT enabled collaborative teaching.

Highlights

Teachers play the role of transforming socioeconomic conditions of society by educating children equipping them with skills, knowledge and habits for survival in the ever changing world (Amuche & Kukwi, 2013)
It was recommended that stakeholders in the education sector including the Ministry of Education, Directors of schools and head teachers should promote teachers’ access to electronic information resources access giving less emphasis to information communication technology (ICT) enabled school administration and ICT enabled collaborative teaching
Section B was on the dependent variable and section C on the independent variable with items adopted from instruments used by earlier

Summary

Introduction

Teachers play the role of transforming socioeconomic conditions of society by educating children equipping them with skills, knowledge and habits for survival in the ever changing world (Amuche & Kukwi, 2013). As the role of workers in production is similar to the role of machinery and other forces of production, teachers are required for the process of producing children’s learning outcomes. Effective performance of teachers is paramount for any society. The advent of information technology communication (ICT) was seen by many practitioners and policymakers as being important for improving performance of teachers (Olokoba, Abdullahi, & Omosidi, 2014). Hammami (2016) indicates that ICT bridges forms of knowledge and literacy, and intersects places of learning including school removing the traditional barriers that existed before its advent in terms of access to books, writing and databases among others ICT promotes the sharing of valuable resources and collaborative teaching (Livingstone, 2012). Hammami (2016) indicates that ICT bridges forms of knowledge and literacy, and intersects places of learning including school removing the traditional barriers that existed before its advent in terms of access to books, writing and databases among others

Methods

Results

Discussion

Conclusion