Abstract
<p>In a rapidly changing era, teachers’ perceptions of the principals’ management of school wide change strategies are crucial. ICT in increasingly being viewed as providing teaching and learning that increases learners’ creative and intellectual resources especially in today’s information society. The success is however dependent on the way principals manage the process of school wide-change. The purpose of this study was to examine the relationship between Teachers’ Perceptions of Principals’ Enhancement of ICT in Teaching and Learning Strategy and Students’ Academic Performance in Public Secondary Schools in Nairobi City County. The study fitted within cross-sectional descriptive survey designs with a target population comprising 94 public secondary schools, 94 principals, and 906 teachers. The schools were stratified to categories; national, extra-county, and county schools to ensure equal representation during sampling. Stratified simple random sampling methods were used to select schools, principals and teachers. The sample size comprised 30 principals and 304 teachers. Data was collected using teachers’ questionnaire and a school data form. Data were analysed through descriptive and inferential statistics. The hypothesis was tested at .05 alpha levels using linear regression analysis. It was found that there was a statistically significant association between teachers’ perceptions of principals’ enhancement of ICT in teaching and learning strategy and students’ academic performance (p &lt; .001). It was concluded that principals’ enhancement of ICT in teaching and learning was perceived as a factor influencing students’ academic performance. The study brings to light that information and communication technology positively affects students’ academic achievement and retention and ICT was found more compelling, effective and valuable in teaching when contrasted with other techniques of teaching.</p><p> </p><p>&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /&gt;&lt;/p&gt;</p>
Highlights
Information and communication technology positively affects students’ academic achievement and retention and Information and Communication Technology (ICT) was found more compelling, effective and valuable in teaching when contrasted with other techniques of teaching
Educational management in the 21st Century is expected to focus on the achievement of the Sustainable Development Goals (SDGs) which were identified by 193 countries that came together in 2015, Kenya being one of them (UNDP, 2015)
The results showed that students who were taught with ICT had better academic performance on Christian Religious Studies (CRS) and that the gender had no significant effect in the academic performance of students who were taught CRS with ICT instructional package
Summary
Educational management in the 21st Century is expected to focus on the achievement of the Sustainable Development Goals (SDGs) which were identified by 193 countries that came together in 2015, Kenya being one of them (UNDP, 2015). Two of the modular building-blocks of SDGs achievement goals ware education, gender, inequality and digital revolution for sustainable development (Sachs, Traub, Mazzucato, Messner, Nakicenovic, & Rockström, 2019). A study by Beare, Caldwell, and Millikan (2005), argue that complex and dynamic changes are required for sustained school improvement in the 21st Century. Oztop (2014) found that human resources’ problems, organizational inadequacies, financial problems, managerial behaviors and decisions as well as in-house innovation are considered among the internal reasons for organizational change A study by Beare, Caldwell, and Millikan (2005), argue that complex and dynamic changes are required for sustained school improvement in the 21st Century. West, Jackson, Harris, & Hopkins (2000), ascertain that changes in economic conditions, technological developments, market changes, legal amendments, and changing customer preferences due to social and political changes are considered among the external reasons of organizational change. Oztop (2014) found that human resources’ problems, organizational inadequacies, financial problems, managerial behaviors and decisions as well as in-house innovation are considered among the internal reasons for organizational change
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