Factors Affecting Teachers’ ICT Use for Instructional Purposes: The Case of South Gondar Administrative Zone, Amhara, Ethiopia

Abstract

The purpose of this study was to explore the factors affecting teachers’ ICT use for instructional purposes in secondary schools of South Gondar Zone, Ethiopia. To achieve this purpose, it identified the factors that hamper teachers not to integrate ICT in their teaching, learning, and researches. It also looked into the relationships between teachers’ ICT use and the identified factors; and examined the extent to which teachers’ ICT use is affected by the identified factors. In doing so, descriptive survey design was employed. Simple random sampling technique was used to decide on the woredas. In this case, from 11 woredas, five woredas were selected. Furthermore, 5 preparatory schools were taken using comprehensive sampling technique; moreover, 5 high schools were taken using lottery method. From these schools all 303 teachers were taken. In addition, 10 principals, 5 supervisors, and 4 district education office heads were taken purposively. Questionnaire, focus group discussion, and interview were used to collect data pertinent to the research topic. To analyze the quantitative data, therefore, Pearson product moment correlation and multiple regression analysis were employed. Furthermore, narration, direct quotation, and story- telling techniques were used to analyze the qualitative data. The finding of the study revealed that there were statistically significant relationships 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 jointly contributed about 64.3% of the variance of the teachers ICT use for instructional purposes. Among the above factors, teachers’ perception and access to ICT facilities and materials predict 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, ICT for quality education