Original article | International Journal of Research in Teacher Education 2018, Vol. 9(4) 1-14
Abraham Kebede Wolde & Achamyeleh Getenet Wubu
pp. 1 - 14 | Manu. Number: MANU-1810-22-0002
Published online: December 23, 2018 | Number of Views: 46 | Number of Download: 143
The purpose of this study was to explore the factors affecting teachers’ information communication technology (ICT) use for instructional purposes in secondary schools of South Gondar Zone, Ethiopia. To achieve the objective, descriptive survey design was employed.Both probability and non-probability sampling methods were used to select the participant of the study. Using both methods 303 teachers, 10 principals, 5 supervisors, and 4 district education office heads were selected. Questionnaire, focus group discussion, and interview were used to collect data. To analyze the data, qualitative and quantitative methods were employed. The finding of the study revealed that there were statistically significant relationships was observed between teachers’ ICT use for instructional purposes and teacher’s perception (r= 0.51); ICT use and teacher training (r= 0.26); ICT use and school policy (r= 0.56); ICT use and access to different ICTs(r= 0.70); ICT use and school support (r= 0.41); and ICT use and school curriculum (r= 0.51). These factors predicted about 64.3% of the variance of the teachers ICT use for instructional purposes. Among the significant factors, teachers’ perception and access to ICT facilities and materials predicted significantly teachers’ ICT use for instructional purpose. Based on the findings possible recommendations were also forwarded.
Keywords: Information communication technology, ICT use for instructional purposes, secondary school, preparatory school
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