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ICT SUPPORT SYSTEMS AND TEACHERS’ EFFECTIVENESS IN INSTRUCTIONAL MANAGEMENT IN GOVERNMENT AIDED SECONDARY SCHOOLS IN NAKASONGOLADISTRICT

introduction

Background to the Study

This section covers historical, theoretical, conceptual and contextual perspectives

Historical Perspective

Over the last decades, ICTs have persistently developed and played a role in the process of globalization, influencing economies, reshaping society, and leaving an indelible mark on our history (Kimuya et al., 2021). As in other spheres of life, education has been affected by ICTs, which have undoubtedly affected teaching, learning and research (Adu & Olatundun, 2013). In the international context, the integration of ICT in education has been recognized as a crucial factor in improving teaching and learning outcomes. This is with the consideration that, the use of ICT tools enables teachers to access a wide range of resources, create interactive and engaging learning environments, and provide personalized instruction to students (Delcy, 2019). In connection with this, over the past few years, a growing number of international development organizations have recognized the potential of Information and Communication Technology (ICT) in reinforcing the education sector. For instance, UNESCO has played a major role in spearheading the Education for All initiative to harness the potential of ICT (UNESCO, 2014). As a natural consequence of technological developments, ICT-supported instructional methods have substituted for traditional ones in the transmission of information (Türel et al., 2017).

In the recent past, educational institutions in Africa have experienced a paradigm shift engendered by the integration of ICTs in the education system (Nyakito et al., 2021). Successively, educational institutions have realized the cardinal value of ICT in the instructional process. Many governments initiated projects to introduce computers and ICT infrastructure in schools. Many education programs have started to include ICT as essential grounding for teachers’ repertory. Teaching and Learning has involved the use of computer software programs, schools use websites and emails, or computers to communicate to students online (internet), cell phones, projectors among others, and today computer usage pushes teachers to plan their lessons more effectively and make lessons more attractive to students (Baluku & Kasujja, 2020).

Uganda, like many other African countries, embraces ICT policies as a basis of development across various socioeconomic sectors, including education, aiming to drive development and competitiveness in an increasingly globalized economy (Nyakito et al., 2021). In 2006, the Ugandan government introduced a national ICT policy framework, envisioning a Uganda where overall national development, particularly human resource development, would be accomplished through the effective utilization of ICT and digital literacies (Andema et al., 2013). Further, the Ministry of ICT was also established to ensure ICT is integrated in the Education curricula to provide equitable access for all learners regardless of any education level.

At institutional level, the Ministry of Education and Sports has equipped secondary schools with computer laboratories and some with internet connectivity. According to, Communications & Fund, (2013), 1027 of the total 1150 government secondary schools (97 %) have ICT laboratories. This was to promote digital literacy amongst students and staff. Schools have developed ICT departments to assist in training staff and students. This was to promote knowledge and skills to make research and collaboration between teachers and students ( Baluku &  Kasujja, 2020).

Various ICT initiatives have been started, and they include the following: School Net Uganda, Connectivity for Educator Development (Connect-ED), Curriculum Net project, Global Teenager Program, U-Connect, among others (Tomlinson et al., 2012). These initiatives focus on not only providing computers but also training teachers in using them for lesson preparation and teaching. Nakasongola District is not exception to Uganda’s ICT policy. The National Education ICT curricula have been rolled to Secondary Schools in Nakasongola district. The schools are capable of teaching computer studies at both “O” and “A” Level.

Moreover, the government and some leaders have assisted to train teachers and learners to enable the use of ICT in the teaching-learning process, Baluku & Kasujja, (2020), though with some mixed challenges.  Communications & Fund, (2013) report that, for each ICT laboratory provided in secondary schools, Internet connectivity was provided and two ICT teachers retooled. However, even with such efforts by governments to improve the educational quality, to a great extent, teaching practices in sub-Saharan Africa, including Uganda, are highly traditional (Mohammad et al., 2019). The education process is dependent solely on the power of the teacher and constant interaction between the learner and the teacher.

Theoretical Perspective

The theoretical framework serves as the structure capable of upholding or providing support to the theory of a research study (Kivunja, 2018). This study used, Technology Acceptance Model Extended (TAME), for addressing the challenge of adoption of ICT support systems for effective instructional management. Many factors influence teachers to use ICT tools, to make it an effective teaching and learning tool in education (Abdullah & Ward, 2016). Davis et al. (1989) formulated a theory of action concerning reasons, commonly known as the Technology Acceptance Model (TAM), to addresses the capacity to forecast individuals’ acceptance of computers based on an assessment of their intentions. According to the model, both the perceived usefulness and perceived ease of use of the technology are the key factors that shape an individual’s attitude towards its utilization  (Hsu et al., 2013).

This study used the TAM Extended Model (TAME). TAME is a powerful framework because it provides theoretically valid reasons for the diversity in one’s acceptance and use of computer technology (Ahmad et al., 2010). TAME builds on the original model by adding several new factors that may also impact technology acceptance and use. The study Ahmad et al., (2010) extended the original TAM model by including an intrinsic motivation component of computer self-efficacy. Self-efficacy is defined as “beliefs in one’s capabilities to organize and execute courses of action required to manage prospective situations”(Alibakhshi et al., 2020). In relation to computer usage, a belief that one can even communicate electronically with students, for example, reflects a high level of efficacy.

In this study, Perceived Technology Competence was used to explain teacher’s ICT knowledge and skills. According to, Nyakito et al., (2021), Perceived Technology Competence encompasses teachers’ beliefs and confidence in their ability to effectively use and apply ICT tools, software, and resources in their instructional practices. It reflects their perceived proficiency in utilizing technology to enhance teaching and learning, as well as their understanding of how to integrate ICTs into various subject areas and teaching strategies. The study, Ghavifekr & Rosdy, (2015) acknowledges that, the proficiency and preparedness of teachers in using ICT are fundamental factors in its integration within education.

TAME played a crucial role in underpinning the study of ICT support systems and teachers’ effectiveness in instructional management by; identifying the key elements, relationships, and interactions involved in leveraging technology effectively in educational settings. In the context of instructional management for this study, the TAME helped to better understand how teachers perceive and use technology to manage their classroom activities, facilitate student learning, and support their own professional development. In the above model/theory, the constructs that have been significantly addressed for ICT support systems in the education sector are; perceived usefulness, perceived ease of use, and teacher’s ICT knowledge and skills.

Conceptual Perspective

For this study, the independent variable was ICT support systems, which include a range of facilities employed by educational institutions in order to ensure longevity and performance of ICT-assisted instruction without discontinuity. The constructs of IV include; Perceived usefulness of ICT, perceived ease of use and Teacher’s ICT knowledge. With the introduction of compulsory ICT in the Advanced Level National curriculum and with the establishment of the National ICT Policy, this study examined the use of ICT resources and services on impacts of Teachers’ effectiveness.

Different scholars have already conceptualised and defined Information and Communication Technology (ICT) in various ways. For instance, (Ananas Kumar, 2020), defines Information and Communication Technology (ICT) is described as a set of technical tools and resources employed for the transmission, storage, and management of information. This means technologies that enable users to access necessary information through telecommunications (Ishaq et al., 2020). These technologies provide access to information through communications. Other scholars such as, Oddershede et al., (2015), opined that, ICT support systems in education refer to the aid provided by information and communication technology systems that have been integrated into the educational process within schools. Such support systems include; IT Hardware infrastructure such as, laptops, workstations, printers, servers and hardware and Software Support systems like Operating System and Application software. Other scholars have associated this support, to technological integration in educational institutions. ICT support systems in general, integrate a variety of software tools that systems empower us to reach and utilize interactive self-learning and multimedia materials, as well as engage in a range of possible, real-time and offline interactions through communication and collaboration tools (Ziphorah, 2014).

A crucial requirement for attaining quality education as a means of fostering human capital development is the presence of proficient and effective teachers (Ministry of Education and Sports, 2018). According to Malunda and Atwebembeire (2018), teacher effectiveness encompasses the capacity of a teacher to impart knowledge and skills to students, along with nurturing positive changes in the learners’ behavior for a better living. It involves the use of effective teaching methods, communication skills, and classroom management strategies to create a learning environment that supports student growth and achievement. Nuwaha et al., (2023), defines teachers’ effectiveness as the action that results in enhanced student achievement through outcomes that significantly contribute to their future success, including good lesson delivery. Effective teachers possess the knowledge and skills needed to attain the goals (Ministry of Education and Sports, 2018). In this regard, an effective teacher is one who is knowledgeable in their subject area, has a deep understanding of how students learn, is skilled in using various instructional techniques to meet the diverse needs of students, and fosters a positive and respectful classroom culture. Additionally, effective teachers continuously reflect on their teaching practices and make adjustments to improve student outcomes.

In this study, the dependent variable (DV), was effectiveness in Instructional management, as instructional management effectiveness, which entails the process of mobilizing all educational resources to accomplish learning objectives (Imam Gunawan, 2017). It is an action to plan teaching and learning agendas, implement teaching and learning process, and evaluate the process and learning outcomes, and the development of classroom organization. From the researcher’s perspective, Instructional Management is an activity to plan teaching and learning programs, implement teaching and learning process, and assess the process and learning outcomes, and develop classroom management. Matovu, & Nakayiza. (2019) described classroom management as the skill of devising and executing strategies by a teacher to establish an inclusive learning environment for both pupils with and without disabilities.  It focusses on teachers’ instructional goals and approaches and include; overseeing assigned tasks, establishing daily routines, and considering the balance between traditional teaching methods and interactive, participatory approaches to instruction.

Teachers as instructional managers should pay attention to the alignment of materials, media, and methods to achieve the learning objectives. Effective instructional management therefore involves creating a positive learning environment that promotes student engagement, motivation, and self-directed learning. Teacher effectiveness would be enhanced through teacher training, provision of instructional materials, and improved school inspection (World Bank., 2020). The teacher thus needs a strategy to perform his tasks and achieve his or the institutional goals, by possession of adaptive expertise to adapt plans and practices to meet students’ learning needs (Caena & Redecker, 2019).

With the increasing use of technology in education, instructional management includes leveraging technology tools and resources to enhance instruction. For instance, using Spreadsheets is a viable option for generating class lists and conducting statistical analyses, Microsoft PowerPoint can be employed to present the subject matter in an innovative and creative manner, fostering discussion and the exchange of ideas and opinions. In the case of assessment, Technology can help teachers assess their students’ learning as well as their performance in the classroom. Furthermore, integrating technology opens up avenues for tailored instruction to cater to the distinct requirements of students as unique learners within a larger classroom environment. Therefore, Teacher effectiveness in instruction Management is conceptualized as the teacher using a variety of ICT resources to plan, and present content and skills that enhance the opportunities for students to learn and attain the desired learning outcomes.

Contextual Perspective

Contextually, developed countries have more advanced technological infrastructure, including widespread internet connectivity and access to devices like computers, laptops, and tablets. This allows teachers to utilize a wide range of ICT tools and resources in their instructional management and engage students in the learning process. In literature, according to Ghavifekr, S., et al. (2021), ICT assists teachers in meeting the global requirement to replace traditional teaching methods with technology-based teaching and learning tools and facilities. Studies, Ghavifekr et al., (2021), Ghavifekr et al., (2014), Afari et al., (2023) and Yusupov & Suyunov,( 2022), agree that, ICT integration for instructional management proves highly effective for both teachers and students.

Equally in Uganda, a number of studies have been conducted probing the impact of  ICT for teaching; Muweesi et al., (2021a), investigated the tricky keystones in the execution of the amalgamation of ICT usage during teaching and learning in Ugandan city primary schools in Kampala, G. Ali et al., (2013), identified the innovations that ICT has brought into teaching-learning process, particularly in higher institutions of learning, Mugisha et al., (2021) focused on Adaptable ICT Teaching Strategies on Teaching Process in Primary Teachers’ Colleges in Africa while Mugizi & Amwine, (2020) studied, Information Communication Technology use and Job Performance of Teachers at a Private International School in Uganda, Nyakito et al., (2021), studied the challenges of integrating Information and Communication Technology in teaching among National Teachers’ Colleges in Uganda.

It was observed that teachers and students occasionally/rarely had access to technological tools due to limited time allocation and an insufficient number of technological tools and this negatively affects lessons. Additional obstacles comprised insufficient ICT resources, outdated hardware and software, rigorous teaching schedules driven by examination pressures, overpopulated classrooms, time constraints, substantial workloads, sluggish internet connectivity, sporadic electricity supply, and resistance from older teachers with technophobia.

Literature still shows many of these studies do not cover secondary schools especially in the central part of Uganda such as Nakasongola district. Moreover, despite the curricular reforms initiated in the early 2000s which involved the introduction of ICT, teachers continue to use traditional teaching methods, and ICT plays a secondary role in teaching and learning (Muianga, 2019). The use of ICT in teaching and learning often contingent on the teachers’ willingness to adapt. This research study aims to examine the contextual perspective of ICT support systems and their influence on teacher effectiveness in instructional management within Nakasongola District, Uganda. By investigating the connection of information and communication technology (ICT) tools and the instructional practices of teachers, this study seeks to shed light on the potential benefits, challenges, and overall impact of ICT support systems in improving teaching practices and educational outcomes.

Statement of the Problem

Ideally, ICT-driven instruction can enhance teaching and bring the desire outcomes to the advantage of all stake holders in the learning process (Ukah et al., 2020). Despite the continuous increase in investment in ICT of the education sector in Uganda MoES, (2017), some teachers in government aided secondary schools have resisted adopting ICT for instructional management in preference for traditional teaching methods. There is growing concern about teacher effectiveness, regarding instructional management in Government secondary schools in Uganda (MoES, 2017). Evidence on the ground shows that teaching in secondary schools does not conform to the National Curriculum Development Centre (NCDC) and Uganda National Examination Board (UNEB) required standards, as many teachers do not prepare lesson plans, schemes of work, and practical lessons for learners (Omaali, D. Nabukeera, M and Ejuu, 2021).

Poor-performing teachers do not only fall short of delivering the anticipated outcomes, but their adverse conduct may also divert others from their tasks and diminish the credibility of the staff (Yariv, 2011). It is probable that if teachers of the Government aided secondary schools continue with in-effective instructional management, not only will the students’ failure rates increase but the number of students who don’t attend school will increase which will eventually lead to higher dropout rates of students who later become delinquents. Though government aided schools keeps organizing workshops, seminars, and in-service training sessions to familiarize teachers with; best practices in lesson planning, curriculum implementation, and practical teaching techniques, instructional management has remained a challenge in schools. The researcher wonders whether the ineffectiveness in teachers’ performance in government aided secondary schools in Nakasongola district is due to, non-adoption of ICT support systems in instructional planning, instructional implementation and assessment of learning among others in the current digital era. This study is aimed at examining the influence of ICT Support Systems on Teachers’ Effectiveness in Instructional Management in government-aided secondary schools in Nakasongola district.

General Objective

The objective of the study was to examine the relationship between ICT support systems and teacher’s effectiveness in instructional management in 7 government aided secondary schools in Nakasongola District.

Specific Objectives

The study was guided by the following specific objectives:

1. To analyze the relationship between perceived usefulness of ICT and teacher’s effectiveness in instructional management in government aided secondary schools in Nakasongola district.
2. To examine the relationship between perceived ease of use of ICT and teacher’s effectiveness in instructional management in government aided secondary schools in Nakasongola district.
3. To examine the relationship between Teachers’ ICT knowledge and skills for effective instructional management in government aided secondary schools in Nakasongola district.

Hypotheses of the Study

H₀₁.  There is no significant relationship between perceived usefulness of ICT and teacher’s effectiveness in instructional management in government aided secondary schools in Nakasongola District.

H₀₂. There is no significant relationship between perceived ease‐of‐use and teacher’s effectiveness in instructional management in government aided secondary schools in Nakasongola District.

H₀₃.  There is no significant relationship between Teacher’s ICT knowledge and skills and teacher’s effectiveness in instructional management in government aided secondary schools in Nakasongola District.

Scope of the Study

This includes geographical scope, content scope and time scope.

Geographical Scope

The study was conducted in selected secondary schools of Nakasongola district in central Uganda. Nakasongola is approximately 118 kilometres north of Kampala, the capital and largest city of Uganda, on an all-weather tarmac highway between Kampala and Masindi. According to satellite map of Nakasongola District, Uganda, retrieved June 4, 2023, from https://latitude.to/satellite-map/ug/uganda/94062/nakasongola-district, the coordinates of the town are 1°18’54.0″N, 32°27’54.0″E (Latitude:1.3150; Longitude:32.4650). Nakasongola district shares its borders with Apac to the North, Masindi to the West, Luwero to the South, and Kayunga to the East.

The study was limited to 7 government aided secondary schools. This is because these schools are managing and implementing the ICT curriculum under the UPOLET policy currently. The study area was chosen because the issue of teacher effectiveness was very prevalent in the time scope.

Content Scope

This study was confined to ICT support systems as the IV and teachers’ effectiveness in instructional management in government aided secondary schools in Nakasongola district as the DV. Efficiency for Instructional Management is because, the research will contribute to the development of comprehensive and valid assessment tools that assess teachers’ instructional practices and their impact on student learning. The constructs for ICT Support Systems shall include; Perceived usefulness of ICT, Perceived ease of use and Teacher’s ICT knowledge and skills.

Time Scope

This study looked at a period from 2014 – 2022. This is because according to, Malunda & Atwebembeire, (2018), in this period, the introduction of Universal Secondary Education expanded the reach of secondary education; however, teacher effectiveness declined as a result of the discrepancy between the resources provided and the surge in enrolment. The study will be carried out from March – August 2023.

Significance of the Study

The study will contribute to the existing literature on the use of ICT to facilitate teaching process in secondary schools. Specifically, the study will be beneficial in building a knowledge base of perceptions of teachers on the use of ICT to facilitate teaching. Teachers could gain a clear understanding of the impact of ICT support systems on Instructional Management. The findings of the study will also provide valuable insights and recommendations to educational stakeholders in Nakasongola District, Uganda, specifically, MoES, enabling them to make informed decisions and implement effective strategies to harness the potential of ICT tools for improved teaching practices and enhanced educational outcomes. For instance, ministry of education may review a policy of adoption of ICT based classroom teaching.

Additionally, the outcome will provide a comprehensive understanding of the current state of ICT support systems available to teachers in Nakasongola District. The results of this study could be useful as well for education authorities and school managements by giving insights into the extent of ICT tool utilization and its impact on teacher effectiveness in instructional management. This may be a basis for decision making by school administration on teachers’ classroom management strategies for academic achievement of students in government secondary schools in Nakasongola district.

Finally, the study may serve as a good basis for forth coming researchers who have a strong desire to carry a research on this or related topics in Nakasongola district or in other locations.

Conceptual Framework

Figure 1.1 Conceptual Framework

Independent Variable (IV)                                                      Dependent Variable (DV)

Source:  Adapted and modified from Davies (1989)

The conceptual framework, displays a research model where ICT support systems is the independent variable (IV) and Teacher’s effectiveness in Instructional management is the dependent variable (DV). The researcher in terms of the elements of the IV, to include, Teacher’s ICT knowledge and skills, modified the conceptual framework.

The independent variable (IV) is, ICT support systems, which include a range of facilities employed by educational institutions in order to ensure longevity and performance of ICT-assisted instruction without discontinuity. The constructs for the independent variable included; Perceived usefulness of ICT, Perceived Ease‐of‐Use, Teacher’s ICT knowledge

The dependent variable (DV) is Teacher’s effectiveness in Instructional management which is the process of empowering all educational resources to achieve learning objectives. This essentially entails incorporating ICT into daily classroom instructional process. IM includes the plans, goals, and tactics teachers use to deliver instruction in a classroom. Instructional Management (IM) encompasses a sequence of tasks: (1) formulating the instructional plan, which includes the syllabus, lesson plan, and teaching materials; (2) executing the instructional process, which involves the methodology and instructional design/instructional style (choosing methods most effective for comprehending concepts, patterns, and concepts); and (3) evaluating learning, which pertains to testing and offering feedback (holding students accountable for their performances).

Key assumptions:

1. Relationship: It is assumed that the use of ICT support systems has a causal effect on the teacher’s effectiveness in instructional management. The assumption is that by employing ICT tools and resources, teachers can enhance their instructional management skills and improve their effectiveness.
2. Measurement: The assumption is that both the use of ICT support systems and teacher effectiveness in instructional management can be reliably and validly measured. The researcher can employ appropriate measurement tools, such as surveys, observation protocols, or performance evaluations, to assess these variables accurately.
3. Independence: The IV, (ICT support systems), is assumed to be independent of the DV, (Teacher’s effectiveness in Instructional Management). The utilization of ICT tools is not influenced by the level of effectiveness in instructional management, ensuring that any observed effects can be attributed to the independent variable.

In this study; both quantitative and qualitative research methods were employed by the researcher to obtain a comprehensive understanding of the relationship between ICT support systems and teachers’ effectiveness in instructional management in Nakasongola District. The quantitative data provided statistical evidence of correlations or relationships, while qualitative data can offer rich descriptions and insights into the underlying factors and experiences. Combining these approaches enhanced the validity and comprehensiveness of the research findings.

1. Quantitative surveys were administered to the teachers to collect data on the use of ICT support systems and their perceptions of teachers’ effectiveness in instructional management. Likert scale questions will be employed to quantify responses. The researcher also conducted structured observations in classrooms to gather quantitative data on the frequency and quality of ICT integration in teaching and how it relates to teachers’ instructional management effectiveness. This data was recorded using predefined coding schemes.
2. Qualitative interviews were conducted on school administrators, to explore their experiences, perceptions, and challenges related to ICT support systems and instructional management. Open-ended questions were used to encourage detailed responses.

Operational Definitions of Key Terms

This section deals with the operational definitions of key terms as used in the study; it describes the conceptual understanding of terms and the meaning of the terms according to the study as follows;

Information Communication Technology refers to a diverse set of technological tools and resources used to communicate, create, disseminate, store and manage information (Susan, Alice, 2013). In this study, ICT will refer to, the use of technology to manage, process, store, and exchange information.

ICT support systems: Refers to support that an information and communication technology systems provides and have been incorporated to the education process at schools, (Oddershede et al., 2015). In this study, ICT support systems refers to technological integration in educational institutions.

Instructional management: refers to, an activity to; plan, implement teaching and learning process, and assess the process and learning outcomes, and the development of classroom management (Kauts et al., 2021). In this study, it will refer to, the systematic process of planning, organizing, coordinating, and supervising educational activities to achieve specific instructional goals and optimize learning outcomes.

Effectiveness: refers to, the extent to which objectives are met (‘doing the right things’)(Kauts et al., 2021). In this study, effective teachers are those who achieve the goals set for them by government.

Effectiveness in instructional management: refers to the ability of a teacher to effectively plan, organize, and implement instructional strategies that promote student learning and success. 

Perceived Usefulness, TAM defines perceived usefulness as the degree to which a person believes that using a particular technology will enhance their job performance or make tasks easier to accomplish (Davis et al., 1989). In this study, refers to, teachers’ assessment of how ICTs are useful to them in performing in their classroom tasks.

Perceived ease of use refers to refers to an individual’s subjective assessment of how effortless and user-friendly a particular technology or system is to use (Davis et al., 1989). In this study it refers to, the extent to which teachers believe that using ICT systems is free from effort or difficulty.

Teacher’s ICT knowledge and skills in this study, refers to proficiency and competence in effectively using technology tools and resources to enhance teaching and learning processes. It includes the understanding and ability to utilize various technological tools, software, and digital resources to support educational objectives.

CHAPTER TWO

Literature Review

Introduction

This chapter presents a literature review in relation to the study. The literature was discussed under the following subtopics; Theoretical Review, Conceptual Review and Empirical Review under the themes of, Perceived usefulness of ICT and Instructional Management, Perceived ease of use of ICT and Instructional Management and Teacher’s ICT knowledge and skills and Instructional Management.

Theoretical Review

There are many theoretical frameworks and pedagogical models that can be used for the effective implementation of ICT for teaching and learning (Muianga, 2019). TAM provides a theoretical framework to understand teachers’ acceptance and utilization of technology in instructional management. TAM proposes that users’ intention to adopt and use technology is primarily determined by their perceptions of its ease of use and usefulness. TAM uses Theory of Reasoned Action as a theoretical basis for specifying the causal1inkages between two key beliefs: perceived usefulness and perceived ease of use, and users’ attitudes, intentions and actual computer adoption behavior (Davis et al., 1989). By considering factors such as perceived usefulness, perceived ease of use, attitude toward technology, external variables, and behavior intention, educators can develop strategies to improve teachers’ effectiveness in utilizing technology for instructional management, improving teacher’s effectiveness and ultimately improving student learning outcomes.

The model adopted for this research, is that of, Ahmad et al., (2010) who extended the original TAM model by including an intrinsic motivation component computer self-efficacy and is generally referred to as, TAME. The study assessed the direct and indirect effects of computer self-efficacy on the use of the technology, via the perceived usefulness and intention to use the technology voluntarily. The data was collected from a self-reported questionnaire administered to 731 faculty members of a public university in Malaysia. The results of structural equation modeling supported the adequacy of TAME. In previous studies, education level was related to knowledge and skills which in turns affect the behavioral beliefs (PU and PEOU) towards acceptance and usage of new technologies (Tarhini et al., 2016).

A study, Trust T. Ahmad et al., (2011), examined the likelihood of a TAME (extended technology acceptance model), in which the interrelationships among computer self-efficacy, perceived usefulness, intention to use and self-reported use of computer-mediated technology, revealed that there is a positive relationship between social factors and facilitating conditions on the utilization of information technology.

A study (Holden & Rada, 2011), the Technology Acceptance Model (TAM) was expanded to encompass teachers’ perceptions of usability and self-efficacy regarding the technologies they utilized. The researchers conducted a survey among K–12 teachers in two rural school districts in Virginia, with 99 teachers participating. The findings revealed that including perceived usability in the TAM model accounted for a greater amount of variance and had a more significant impact on TAM components compared to its omission. This underscores the crucial role of assessing usability in examining the acceptance and usage of educational technology. Additionally, the study determined that teachers’ technology self-efficacy (TSE) held greater importance in the TAM framework than their computer self-efficacy (CSE).

However, though TAME, attempted to address a gap of TAM by adding several external variables of self-efficacy, the model used faculty members of a university in Malaysia as the sample. The results yielded from faculty members of a university sample are not replicable to other types of users within education communities such as secondary school teachers. Besides, TAM was initially developed in a Western context, primarily focusing on individualistic cultures. It is important to note that, cultural differences can significantly influence technology acceptance. Research is needed to examine the cross-cultural applicability and potential modifications of TAM to account for cultural variations in technology acceptance behavior.

Conceptual Review

The purpose of this conceptual review was to examine the existing literature on ICT support systems and teacher effectiveness in instructional management. Specifically, the review focuses on the constructs of perceived ease of use, perceived usefulness, and teacher ICT knowledge and skills, as well as the constructs related to instructional planning, implementation, and assessment within the context of instructional management.

ICT Support Systems: Literature on ICT support systems highlights the importance of perceived ease of use and perceived usefulness as key determinants of technology acceptance and adoption. Existing studies have explored various theoretical models, such as the Technology Acceptance Model (TAM), to understand the factors influencing the adoption of ICT support systems by teachers.

Perceived Usefulness: Perceived Usefulness (PU) is defined as the extent to which a user thinks that adopting a specific innovation would improve their job performance (Alone, 2017). Should teachers believe that there is no necessity to question or alter their professional method, it is unlikely that they will embrace the utilization of ICT support systems.

Nonetheless, if they perceive ICT as beneficial in their teaching and the students’ learning, as indicated by the empirical findings of earlier research (Ghavifekr et al., 2016), they are prone to show a positive disposition towards using ICT in instructional management.

Perceived Ease‐of‐Use (PEOU), signifies the extent to which users perceive that using a specific system to be effortless. Previous research identified several factors associated with the perceived ease of use among skilled ICT users. For instance, the Impact project (Ghavifekr et al., 2016) and other studies, identified a wide range of skills and competencies which teachers felt they needed in order to find ICT easy to use. Studies have shown that when users perceive a technology as highly useful and easy to use, they are more likely to have positive attitudes, stronger intentions to adopt the technology, and a higher likelihood of actual usage.

Teacher ICT Knowledge and Skills: The literature suggests that teachers’ proficiency in using ICT tools and their pedagogical understanding of how to integrate technology effectively play a vital role in instructional management. According to, Nyakito et al., (2021),Teachers’ ICT knowledge and skills, encompass their technical competence, digital literacy, and understanding of pedagogical strategies for leveraging technology in the classroom. Studies have explored the relationships between teacher ICT knowledge and skills, teacher attitudes toward technology, and instructional effectiveness. According to, Enu & Nkum, (2019), teachers with strong ICT proficiencies are better equipped to design likeable and innovative lessons, differentiate instruction, and create unique learning experiences to learners.

Instructional Management: One of the essential factors in achieving success in the teaching-learning process has been identified as teachers’ instructional management skills (Rebucas, 2022). Teachers’ instructional management refers to the strategies and actions employed by teachers to effectively plan, organize, and implement instruction in the classroom (Oliver & Reschly, 2007).

Instructional Plan: This construct involves; the selection and utilization of appropriate materials, media, and instructional methods to support learning, selection of a learning model based on factors such as the nature of the content, students’ needs and abilities.

Instructional Implementation: It includes instructional strategies, techniques, and procedures employed during teaching to facilitate learning. Examples of methodologies include direct instruction, guided discovery, problem-solving, cooperative learning (Malunda & Atwebembeire, 2018).

Assessment of Learning: Involves use a variety of formative assessment strategies such as questioning, observations, and providing summative assessment at the instructional period and with timely and specific feedback to students (Habibu et al., 2012).

In many international research, it has been noted that, IM has influenced students’ academic performance (Rebucas, 2022). For instance, a study Rebucas, (2022), aimed to ascertain the extent of the variables influencing science learners’ academic performance in Montevista Davao de Oro, Philippines, using descriptive research design. The findings revealed that, the level of instructional management was very high in the area of instructional strategies while high in the area of motivational skills and learning content efficacy. This study used a descriptive research design whereas our study will employ a cross- sectional survey design.

Another study Imam Gunawan, (2017), was to; (1) to describe the process of instructional management based lesson study; and (2) improving of student achievement by applying instructional management based lesson study. The study was carried in in Malang, Indonesia where 31 students were used as subjects. The findings revealed that, there is improvement of student achievement by applying instructional management based lesson study. The research instrument in the study was an observation sheet of lesson study and test, while our study is intended to investigate teacher’s effectiveness in instruction management and will deploy on top of the observation, a questionnaire and interview guide tools for data collection.

Empirical Review

This empirical review examines the relationship between ICT support systems and instructional management. Specifically, it focuses on the constructs of perceived ease of use, perceived usefulness, teachers’ ICT knowledge and skills, and instructional management.

Perceived Usefulness of ICT and Instructional Management

Teachers’ perception is a crucial factor in determining the role and effectiveness of technology in classrooms. According to, Abdullah & Ward, (2016), Users’ attitudes toward using technology are shaped by their perceptions, which can be either positive or negative. These attitudes, in turn, impact their intention to engage with the technology interactively. Hatlevik & Hatlevik, (2018), reported positive significant correlations between user-related characteristics such as satisfaction and perceived usefulness. Hence, when teachers perceived that they enjoyed using ICTs in the classroom, there would be a tendency for them to want to use ICT tools and vice versa. Teachers would be more motivated to do or repeat an activity they found enjoyable much more than they would do for the same activity which was not enjoyable. Singhavi & Basargekar, (2020), established that, Teacher’s perception about computers, computer skills and their willingness to get further training, help in integrating ICT successfully in the teaching learning process.

Many empirical studies reviewed have provided insights into the factors influencing perceived usefulness and its impact of using ICT tools in the classroom. In Malaysia, a study aimed to analyze teachers’ perceptions on effectiveness of ICT integration to support teaching and learning process in classroom, was carried out in Kuala Lumpur by (Ghavifekr & Rosdy, 2015). A total of 101 teachers from 10 public secondary schools were randomly given a survey questionnaire. The findings showed that the integration of ICT is highly effective for both teachers and students. This was a purely quantitative research while our study is using a mixed approach which will, allow for data triangulation, complementary findings, and richer data, while enhancing validity and increasing the practical relevance of the research findings.

In yet another study, Muianga, (2019), examined the introduction of a new pedagogical model with support for ICT for teaching and learning. Data was collected using a combination of interviews from 37 students and 24 lecturers from Stockholm University. The results demonstrated that the modified flexibility-activity framework can integrate various teaching and learning methods and strategies. The research approaches were used for the study were, Interpretative research and Action research. Action Research involves active participation from the researcher within the research setting, similarly Interpretative Research heavily relies on the researcher’s interpretation and subjective understanding of the data. These all introduces the potential for bias, whereas in our study multiple data sources and methods are to be used which increases the reliability and credibility of their results, enhancing the overall quality of the research.

In a study M. Q. Ali, (2016), 326 teachers instructing fourth and fifth graders at the primary level in Turkey participated in a survey regarding ICT Usage and the Perceptions of Social Studies Teachers. The findings revealed that while teachers expressed a willingness to utilize ICT resources and recognized their potential benefits, they encountered challenges related to accessing these resources and a lack of opportunities for in-service training. In a study conducted by M.Q. Ali in 2016, 326 teachers instructing fourth and fifth graders at the primary level in Turkey participated in a survey regarding ICT Usage and the Perceptions of Social Studies Teachers. The findings revealed that while teachers expressed a willingness to utilize ICT resources and recognized their potential benefits, they encountered challenges related to accessing these resources and a lack of opportunities for in-service training.

User

rewrite without changing the meaning, In a study Tengku & Yunisrina, (2015) focusing on identifying English language teacher’s perceptions on the use of ICT in their teaching, in Indonesia, a number of 42 teachers from two state universities were involved. The findings revealed that 31 teacher users were found to have high motivation to use ICT because they believe that it is important in English language teaching, as it makes learning enjoyable, interesting, and effective, among other constructive outcomes

A study Tengku & Yunisrina, (2015), focused on discerning English language teachers’ perspectives regarding the integration of ICT in their teaching practices in Indonesia. The research involved 42 teachers from two state universities. The results indicated that out of the 42 teacher participants, 31 demonstrated a strong motivation to incorporate ICT, driven by their belief in its significance in English language instruction. They perceived it as a means to render learning enjoyable, captivating, and ultimately effective, among other positive outcomes. In this study, the sample size was only 42 lecturers compared to our study with a sample 205, comprising of teachers and head teachers. The research had small sample sizes, which limits its generalizability to broader populations or settings while this study will use larger sample whose results will make the findings to be generalized.

Another study George & Ogunniyi, (2016) was carried out in the University of the Western Cape, South Africa, to assess; the availability of ICT resources and use in the selected science classrooms; and perceived intention to use ICT in their classrooms. A total of 45 science teachers participated in a questionnaire-based survey, which revealed that the majority of the chosen schools possessed, at a minimum, fundamental ICT resources within their science classrooms; however, these resources were not being utilized optimally. The research also determined that the perceived usefulness of these ICT resources emerged as the primary factor influencing teachers’ inclination towards implementation. This research methodology used a case study design while our study design is cross sectional survey design. Case studies often rely on qualitative data, such as interviews, observations, or document analysis. In contrast, our study will use a cross-sectional survey design, allowing for the collection of quantitative data, facilitating statistical analysis and the identification of patterns and relationships.

Another study Mugizi et al., (2021), to examine whether teacher characteristics, namely; teachers perceived usefulness, perceived ease of use, and teacher ICT competence, influenced teachers’ use of ICT was carried out in Bwera Sub-County, Kasese District, Uganda.  Data was collected using a self-administered questionnaire on a sample of 127 school teachers. The results revealed that, perceived usefulness, ease of use, and ICT competence had a positive and significant influence on ICT use in teaching and learning. Though the study adopted descriptive and correlational research designs, it was carried out in Kasese while our study will be in Nakasongola.

Perceived Ease of use and Instructional Management

Perceived ease of use (PEOU) is one of the key dimensions of the Technology Acceptance Model (TAM), which explains how individuals perceive and adopt new technologies. PEOU refers to the degree to which an individual believes that using a particular technology will be effortless and free of complexity (Ghavifekr et al., 2021).  There are several dimensions of perceived ease of use that have been identified in the TAM literature, including; Easy to learn, Clear and understandable, Easy to use, Controllable and Easy to remember (Ghavifekr et al., 2016). These dimensions are interrelated and can influence an individual’s overall perception of the ease of use of a technology. For example, if a technology is perceived to be complex and difficult to learn, it may be seen as less useful, leading to a lower perceived ease of use. Similarly, if a technology is incompatible with an individual’s existing work practices, it may be seen as less useful, which can also reduce perceived ease of use.

The current body of research reveals that the perceived ease of use in using a system is a significant factor in influencing an individual’s attitude towards its usage. In an empirical study conducted by Hero (2020) to examine the relationship between teacher preparedness and acceptance of ICT integration, and their actual practices of integrating ICT in private schools within the district of Obando, Bulacan, Philippines, a descriptive-correlation survey method was used. The respondents of the study consisted of seventy-two (72) private school teachers. The findings showed that teachers were adequately prepared for ICT integration. Additionally, they embrace the principles and foundations of integrating ICT in teaching. Furthermore, teachers are well-versed or highly practiced ICT integration in teaching. This study employed descriptive-correlational design while our study will use a correlational design. Descriptive-correlational can identify associations and patterns between variables, but cannot determine the direction of causality like our Correlational study design.

In another study conducted by Hismanoglu (2015) in Turkey, the aim was to explore the perspectives of future EFL teachers in the distance higher education system regarding the integration of ICT in teaching English as a foreign language. This research involved 85 prospective EFL teachers in distance higher education in Turkey. The findings of the study suggest that providing training to enhance teachers’ proficiency and openness to ICT is of paramount importance in the realm of distance education. The participants in the study were in their final year of a 4-year program leading to a bachelor’s degree in Teaching English, whereas our participants included both teachers and head teachers. Moreover, the final year students have limited practical experience and exposure to real classroom settings compared to professional teachers that our study considered who have been teaching for a longer period.

Another research Mediaty et al., (2017), carried out in Hasanuddin University, Indonesia, aimed at analyzing the influence of the technology acceptance (the perception usage easiness and utility perception) on the e-office utilization. Data was collected through a survey by distributing a questionnaire that was filled in by 65 users of the e-office information technology system in Immigration Office Class I, Makassar, South Sulawesi. The research result indicated that the technology acceptance (the perception usage easiness and utility perception) has the positive and significant effect on the e-office utilization.  The research had small sample sizes comprising only 65 users, which limits its generalizability to broader populations or settings while this study will use larger sample of 205 teachers whose results will make the findings to be generalized.

In another empirical study conducted by Milburga (2020) at Makerere University Business School, a training program was implemented to introduce new pedagogical tools such as online lessons, online assessment, and collaborative tools like (wiki discussion forums in education). At the conclusion of the course, participants assessed the e-learning environment using questionnaires. The results indicated a positive reception of e-learning by course instructors, highlighting its perceived usefulness and expressing their intention to incorporate e-learning into their teaching methods. The study demonstrated that the perceived usefulness of the learning management system had a greater impact on behavioral intention than the perceived ease of use. It’s worth noting that, in contrast to this study, our research evaluated teachers without any prior training in e-learning. The research from a group of teachers who participated in the training may not be representative of the larger population of our teachers without prior training.

Teachers’ ICT Knowledge and Skills and Instructional Management

In TAME , the knowledge and skills dimension can reflect the individual’s proficiency, expertise, or familiarity with the specific technology or related tasks (Al-Busaidi & Al-Shihi, 2010). This dimension can influence the perceived ease of use and perceived usefulness of the technology (Abu-Taieh et al., 2022). When individuals possess greater knowledge and skills, they may find the technology easier to use and perceive it as more useful in achieving their goals or tasks. This is consistent with the study, Baluku & Kasujja, (2020) who argues that, the use of ICT in teaching in schools is reliant on teacher’s level of knowledge and skills to operate ICT gargets/ equipment. Another study, Afshari et al., (2009), argue that, the success of educational innovations depends largely on the skills and knowledge of teachers. This implies that, teachers to successfully use ICTs like computers and projectors in teaching should have the knowledge and skills to apply all soft ware/utility programs. The absence of the same, mean inability to utilize ICTs in teaching-learning in schools (Baluku & Kasujja, 2020).

A study conducted in Kedah state, Malaysia, by Raman and Shariff (2017) aimed to determine if there exists a positive correlation between technology leadership, ICT facilities, competence, commitment, and the application of ICT by teachers in effectively managing their duties in schools. This was a quantitative study that involved 370 teachers in secondary schools, who were selected randomly. The results indicated a positive correlation between technology leadership, availability of ICT facilities, teachers’ competence, commitment to utilizing ICT, and the effectiveness of teachers’ management duties when employing ICT in schools. In this study, quantitative methods were used to collect responses from respondents which tend to simplify complex phenomena by reducing them to measurable variables and statistical analyses while our study will adopt a mixed approach, with the integration of qualitative data, which will capture the complexity of the phenomena and offer a more comprehensive understanding of the research topic.

In Kenya, a study sought to investigate the use of ICT in the teaching of English language in Bungoma secondary schools. The study adopted a descriptive survey design. The target population comprised 51 secondary schools, out of which 11 that have had computers for some time were selected. The main findings of the study indicated, inadequate facilities and time to access computers, lack of appropriate ICT skills, teachers’ unwillingness to advance their computer skills, and preference of use of traditional methods, among others. The samples for this study, comprised 11 secondary school principals, 48 teachers of English, and 385 form three students while our study will only comprise 198 teachers and 7 head teachers. Descriptive survey design used in the study focused on collecting data using standardized measures or closed-ended questions, which may limit the depth of understanding while this study will use a Cross-sectional design, combining qualitative approaches, which will offer a more comprehensive understanding by incorporating open-ended questions, interviews and observations.

In a study conducted by Baluku and Kasujja (2020) to examine the utilization of ICT in teaching and its impact on the academic performance of students in the Uganda Certificate of Education (UCE) in Kasese District, a cross-sectional design incorporating a Chi-square test was used. The findings revealed that, there is minimal association between accessibility of ICT in teaching and students’ academic performance at UCE in Kasese District. Further,  the findings established that, 9.4% of the teachers use computers to teach content, fewer than 42% of them who had training. Though this study was in Uganda, it was short of adressing the effectiveness of teachers in instructinal management using ICT support systems. This study sought to determine the extent of significance accessibility of ICT in teaching and students’ Academic Performance in UCE while our research intends to determine the extent of significance between ICT support systems and Teacher’s effectiveness in instruction management. Black, & Wiliam, (2018) further notes that ICT in administration and assessment of leaners can only be achieved if the teachers can integrate their work with ICT, the author calls for ICT to be integrated into school’s main activities.

In another study conducted by Nyakito et al. (2021), the focus was on exploring the challenges faced by lecturers in teacher education colleges when attempting to integrate ICT into their training methods. This qualitative study utilized methods such as focus group discussions, interviews, and observations with 10 lecturers from each of the four colleges, along with four Principals (one from each college). The participants were selected using a snowball purposive sampling strategy. The results brought to light a range of obstacles, despite a strong acknowledgment among college lecturers regarding the importance of integrating ICT into classroom instruction. These challenges encompassed factors such as a lack of experience and proficiency in using ICT, the absence of an ICT curriculum tailored for teachers’ colleges, a lack of clear government policy on ICT education within the teachers’ college curriculum, insufficient ICT resources, outdated hardware and software, demanding teaching schedules due to examination pressures, overcrowded classrooms, time constraints, heavy workloads, slow internet connectivity, intermittent power supply, and resistance from older lecturers with a reluctance towards technology.

Though this study investigated challenges experienced by teacher education, it was carried out on university lecturers and was purely qualitative whereas this study adopts a mixed method approach and is a cross-sectional design. Snow ball sampling used in the study, heavily relies on the initial participants to refer or recruit additional participants who meet the research criteria. This process can lead to inherent bias and non-representativeness in the sample rendering our study will include simple random sampling and census inquiry which is representative of the population.

Research Gap

In summary, the reviewed literature highlights that ICT utilization in classroom teaching has been examined both within and outside of Africa. The majority of these studies aimed to evaluate the effectiveness of employing ICT in teaching. However, there is a scarcity of literature addressing the influence of ICT support systems on teachers’ effectiveness in instructional management, particularly within Uganda and specifically in Nakasongola district. Therefore, this study aims to address this specific gap in knowledge.

Further, Previous studies have indicated that, teachers in other contexts find ICT support systems relatively easy to use, with minimal challenges in their adoption and utilization. However, in Nakasongola government-aided secondary schools, teachers may encounter specific difficulties or barriers that hinder their perception of ease of use and perceived usefulness of ICT support systems. These challenges could include limited access to infrastructure, inadequate technical support, or unfamiliarity with the ICT tools and applications provided. Bridging this gap requires a localized assessment of the specific challenges faced by teachers in Nakasongola and tailoring the ICT support systems to address their unique needs and concerns. Moreover, comparing Nakasongola context with other studies, there may be differences in the level of teachers’ ICT competencies.

The current study is aimed at providing an insight to perceptions regarding the use of ICT support systems for instructional management in secondary schools, particularly in Nakasongola district.

CHAPTER THREE

Methodology

Introduction

This chapter explains the approach and methods used in executing this study. It presents, among other; the research design, area of the study, population sample and sampling technique, data gathering procedure and instruments to be used, validity and reliability of research instruments, procedure for data collection, and ethical consideration.

Research Design

Ojo & Adu, (2018), described a research design as, the procedure used by a researcher to conduct any study with the intention of finding suitable answers to research questions. The design used for this study was a cross sectional survey design. Cross sectional survey design is used when the researcher aims at collecting data at a single point in time (Creswell,2012). This research study adopted a mixed-methods approach, utilizing both quantitative and qualitative methods to gather comprehensive data. The use of both quantitative and qualitative methods concurrently is emphasized by Amin (2005), as so when the study involves investigating opinions of people. However, the study was largely quantitative and the qualitative data was used for purposes of triangulation. Triangulation was done in order to obtain a more comprehensive view about the problem by comparing and contrasting qualitative and quantitative findings and drawing valid conclusions.

Study Population

Population refer to the specific group from which the researcher intends to collect information relevant to the stated problem  (Sandra et al., 2016). The target population in the study came from all the teachers in the seven government aided secondary schools in Nakasongola that have existed over time and have considerable ICT infrastructure. Respondents included; the head teachers and teachers. Therefore, the study population comprised 205 Classroom teachers and seven (7) head teachers of the Government Aided Secondary Schools in Nakasongola district (School Records, 2023). Head teachers were targeted because they bear the responsibility of carrying out administrative tasks and allocation of ICT resources in their schools while the teachers from the government aided schools made up the target group because they are at the core of teaching and learning.

Sample Size

Sample size is a research term used for defining the number of individuals included in a research study to represent a population. The sample size was based on Krejcie and Morgan’s (1970) Table of sample determination for each of the population sizes in order to effectively determine the sample size of a given population and comprised 7 head teachers and 160 class room teachers.

Sampling Techniques

According to Kalton (2011), a sampling technique is described as a systematic procedure for selecting a smaller, representative subset of objects or individuals from a predefined population. This subset serves as the subjects or data sources for observation or experimentation, in accordance with the study’s objectives. The study employed both Census Inquiry and Simple Random Sampling. Particularly, Census Inquiry technique was used to select head teachers. Census inquiry refers to a study of all units in the population; it is also referred to as a complete count(Creswell, 2007). Census inquiry was used to select head teachers from each of the schools. Utilizing a census inquiry in research studies is crucial, as it can be assumed that when every item is included, no aspect of chance remains, resulting in the highest level of accuracy (Gakure et al., 2013). Additionally, census inquiry produces authenticated information, gives specifics of information about a unit, and allows for more in-depth questioning.

In choosing teachers, the method employed was simple random sampling. This method, as defined by Kalton (2011), is the most straightforward and widely used approach to selecting a sample. It involves the unit-by-unit selection of the sample, with each unit having an equal likelihood of being chosen at each draw. This technique was utilized in gathering data from classroom teachers in each school, ensuring that every member of the population had an equal opportunity to be part of the sample. By employing simple random sampling, individuals were selected to represent the target population in a manner that evenly distributed any potential bias within the population (Creswell, 2007).

To ensure that every member of the population had an equal probability of being selected, minimizing bias and allow for accurate representation and generalizability of the findings to the entire population, a Lottery Method was used as follows; Each individual in the population was assigned a unique ticket or label. These tickets were identical in appearance and contained a unique identifier, of a code. The number of tickets assigned corresponded to the size of the population. All the tickets representing the population members were placed in a container and the tickets thoroughly mixed or shuffled to ensure that they are in a random order. From the mixed container, the required number of tickets were drawn without replacement. This means that once a ticket is selected, it is removed from the container and not placed back in. This ensured that each selected ticket represented a unique individual or item in the sample. As each ticket was drawn, its unique identifier was recorded or noted down. These recorded tickets represented the individuals included in the sample.

Table 3.1: Population, Sample Size and Sampling Strategy that will be used

Source: School Records (2023) for Population, Krejcie and Morgan (1970) for Sample Size

Data Collection Methods and Instruments

Primary data was obtained directly from the field and collected through observation, surveys, and interviews.

Surveys

The instrument of Self-Administered Questionnaire (SAQ) was employed. The researcher designed an ICT Support Systems and Teachers’ Effectiveness in Instructional Management Questionnaire (Appendix II), for the classroom teachers to respond to the questions and then return the questionnaire. A questionnaire is a self-administered data-collection tool that every research participant fills out as a component of the research investigation (Johnson & Christensen, 2017). The questionnaire was designed in a manner that could avail the information according to the objectives set in the study. The researcher set both open and closed ended questions which was sent to the respondents particularly teachers. The researcher preferred questionnaires because it gives clear and specific responses and enable the respondents to express themselves freely. Furthermore, questionnaires can easily collect data simultaneously from a large sample in a very short period of time and minimizes costs.

A five-point Likert scale, incorporating the options of Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD), was formulated. This scale was comprised of five sections, starting with Section A which gathered details regarding the respondents’ Demographic Information, section B containing information Perceived usefulness of ICT on teacher’s effectiveness in instructional management, section C consisting of information on Perceived Ease‐of‐Use on teacher’s effectiveness in instructional management, section D on Teacher’s ICT knowledge and skills on teacher’s effectiveness in instructional management, and section E on Teacher’s Effectiveness in Instructional Management.

The researcher esured that the questions were clearly set to avoid false interpretation and responses. The questionnaires were delivered in time so as to allow the researcher to get clarifications which enabled the researcher to collect much data in a short time and also minimize on costs.

Interview Guide

A structured and semi-structured interview guide (Appendix I), was used to help the researcher maintain consistency and ensure that all relevant topics and questions are covered during the interview. The interview guide included a mix of open-ended and closed-ended questions, to allow for both detailed responses and specific information. The researcher prepared interview schedules for conducting interviews with respondents. Additionally, an interview guide was developed to be used as a reference during the interview sessions. According to, Cohen, Manion, and Morrison (2002), interviews serve as a valuable tool for probing into participants’ responses, allowing for a comprehensive collection of data regarding their experiences and emotions.

Accordingly, in-depth face to face interviews were conducted with selected teachers, particularly head teachers to gain deeper insights into their experiences, challenges, and perspectives regarding the use of ICT in instructional management. Oral questions were posed by the interviewer and oral responses were elicited by a standardized recording from the interviewees.

Observation Checklist

Observation Checklist (Appendix III), was used to provide a framework for capturing data in a standardized and systematic manner, ensuring that important aspects are not overlooked. The observation method allows for first hand data collection, providing an opportunity to gather rich and detailed information about the subject being observed (Driscoll, 2011). Observation method was used to collect data so as to support the findings in the questionnaire. Observation is utilized to enhance other methods and provide first-hand information (Amin, 2005). The direct observations of classrooms and ICT support systems provided valuable insights into the levels of availability and accessibility of physical ICT infrastructure and their use for Instructional Management in Government Aided secondary schools in Nakasongola district. This enhanced the reliability, comparability, and depth of the collected data.

Data Collection Procedure

The researcher obtained a letter of introduction from the Directorate of Research and Graduate Training at the Islamic University in Uganda, seeking authorization to conduct the study in the Government Aided Secondary Schools in Nakasongola District. Once in the field, the researcher also requested permission from the head teachers to proceed with the research in these schools. The researcher then administered the prepared questionnaires and conducted interviews with the designated respondents to gather the necessary information. Throughout this process, the researcher maintained the utmost confidentiality.

Data Quality Control

This included validity and reliability

Validity of Research Instrument

Validity, according to Amin, (2005), means accuracy of research tools used to collect relevant and accurate data. The researcher worked with three research experts who guided on credibility of instruments. The expert opinions of supervisors and other proficient professionals in research matters were instrumental in assessing the content validity of the instruments. The experts established the instruments’ validity by evaluating the relevance of each item in the instruments to the objectives. The experts vetted the items on research tools and there after content validity index (CVI) was calculated for each expert and after deriving an average.

Table 3.2 Showing validity of the respondents

The content validity index was calculated using the content validity formula; CVI=  x100% . Where, n was = 64 (number of items rated as relevant) and N was = 72 (total number of items in the instrument).

CVI=  x100% =88.9%. According to Amin, (2005), the content that scores above 70% is considered valid. The findings of the content validity assessment therefore indicate that the items in the instrument adequately represent the content domain and therefore, the research instruments were declared valid by the research experts.

Reliability

Reliability refers to the consistency of a study method or tool (Buchanan, 1981). As stated by Mugenda and Mugenda (2003), a research instrument is considered reliable when repeated measurements under similar conditions yield consistent results. The researcher conducted a pilot study with a small sample of teachers similar to the target population, to test the clarity and reliability of the adapted or modified measurement tools. The research instruments were administered to these participants to assess their understanding of the items, clarity of instructions, and any potential ambiguities. The reliability analysis was calculated by running a statistical test using Statistical Package for Social Scientists (SPSS) using Cronbach’s Alpha coefficient which measures the internal consistency of a set of items. The results are shown in table 3.3 and table 3.4

Table 3.3: shows case processing summary

Table 3.4: Reliability Statistics

According to Buchanan, (1981), results above 70% shall be considered reliable. The Cronbach’s Alpha value obtained from the analysis was 90.7%, indicating a high level of internal consistency.

Data Management and Analysis

Data analysis involves the task of condensing a substantial volume of gathered data in order to extract meaningful, valuable, and comprehensible information (Kawulich, 2015). The collected data was precisely processed and analysed to derive appropriate and understandable insights. This entailed organizing the collected questionnaires, and categorizing/coding them, and then entering them into a computer using the Statistical Package for Social Sciences (SPSS) to produce summarized frequency tables and visualizations for better presentation and analysis.

Quantitative Data Analysis

Coded questionnaire items, as well as the responses from each respondent were entered into Statistical Package for Social Sciences (SPSS) version 20. The analysis of quantitative data included; running descriptive statistics and percentages regarding responses to the major variables in the research study Creswell, (2007), performing a cross-tabulation to examine the relationship between the independent variable (ICT support systems) and other relevant variables related to instructional management. Pearson product-moment correlation coefficient were used to analyze the statistical relationship between the dependent variable (Teachers’ effectiveness in instructional management) and the independent variable (ICT support systems).

Qualitative Data Analysis

Oral interview recordings were transcribed into written text and transcripts read through multiple times to become familiar with the content and gain a general understanding of the responses. A coding framework was created to categorize the data. In this case codes related to each of the questions and topics discussed were created. These codes included: “Age Brackets,” “Education Level,” “Employment Status,” “Teacher’s Effectiveness,” “Perceived Usefulness of ICT,” and “Challenges in Integrating ICT.”  Coded data was reviewed to identify common themes or patterns that emerged across the responses related to the research questions. The data were organized and condensed using themes that align with the defined objectives. This helped the researcher draw conclusions concerning the research results.

Measurement of Variables

Teachers’ effectiveness in instructional management, the dependent variable was measured using a ICT Support Systems and Teachers’ Effectiveness in Instructional Management in Government Aided Secondary Schools Questionnaire, using a scale with ordered categories (1 to 5). All items were coded in SPSS. The researcher used a nominal scale of measurement for certain common set of characteristics, such as age, level of education, and category of respondent.

The ordinal measurement was used for categorizing variables of educational attainment into four distinct groups: “diploma,” “degree,” “masters,” and “PhD,” and ranking the level of agreement with the Likert scale responses used to measure the perceived usefulness of ICT, perceived ease-of-use, and teacher’s ICT knowledge and skills and Teachers’ effectiveness in Instructional Management, using a scale from 1 to 5, where “1 = Strongly disagree (SD),” “2 = Disagree (D),” “3 = Neutral (N),” “4 = Agree (A),” and “5 = Strongly Agree (SA).”

Ethical Considerations

The researcher upheld a strong sense of moral conduct throughout the entire research process, starting from its inception to the presentation of findings. Initially, the researcher obtained official authorization from the Directorate of Research and Graduate Training at the Islamic University in Uganda (IUIU) to conduct the study within the designated Government Aided Secondary Schools in Nakasongola. Subsequently, formal requests were made to the respective head teachers of the seven selected schools in Nakasongola district, seeking their permission to carry out research in the area.

Once permission was granted, the researcher took care to secure the consent of the respondents before involving them in the research. This involved providing a comprehensive briefing on the research objectives and the roles expected of the respondents, as well as the potential benefits they could derive from participating. By clearly communicating the study’s purpose, the researcher ensured that individuals were free to make their own decision regarding participation.

Furthermore, the researcher reassured respondents about the strict confidentiality measures in place for the information gathered from them. To safeguard anonymity, unique identifiers or codes were assigned to questionnaires and any collected data. The researcher also demonstrated honesty, fairness, and respect towards all other stakeholders involved in the study.

In the pursuit of originality, the researcher adhered to universally accepted research norms, actively avoiding plagiarism. Proper crediting of various authors was accomplished using the American Psychology Association (APA) format. Additionally, the researcher conducted a plagiarism test to assess the uniqueness and originality of the study’s conceptual framework.

CHAPTER FOUR

Data Presentation, Interpretation, Analysis and Discussion of Findings

Introduction

This chapter presents, analyses and interprets findings according to the study objectives. It covers the rate of responses, demographic details of participants, findings aligned with the study objectives, and research hypotheses. The goals were addressed by handling data through presentation, analysis, and interpretation. The findings were presented in tables, graphs and charts for quantitative data while themes were used for qualitative. First, the response rate was considered, to understand participation levels; second, the demographic attributes of participants, highlighting factors like; gender, age, qualification, teaching experience and responsibility and lastly, we assessed the relevant hypotheses designed to address the main questions of the study.

Response Rate

The study carried out the response rate to determine how many of the respondents responded to the questionnaire and interviews that was given to them to determine whether to proceed with the study or not. The research was executed across seven government aided secondary schools in Nakasongola District. These were mainly day schools with exception of two which had boarding section as well. Questionnaires were conducted with teachers in government schools plus interviews with the head teachers in the 7 government aided secondary schools. Out of the 160 questionnaires distributed, one hundred and thirty-eight (138) were returned fully completed, resulting in a response rate of 86%. According to Amin (2005), this response rate is considered excellent, indicating that the study could proceed as the response rate exceeded 70%. Additionally, the response rate for the interview respondents was 100%. Further details are presented in Table 4.1.

Table 4.1: Response Rate

Source: Primary Data 2023

Demographic Characteristics of the Respondents

The researcher aimed to gather demographic information regarding the respondents. This information included details such as gender, age, highest qualification, teaching experience, and professional responsibilities. This is to help readers understand the composition of the study’s sample.

Gender of Respondents

The researcher asked participants to specify their gender, with the aim of assessing whether the sample adequately reflected the overall population, and results are presented by figure 4.1 as follows.

Figure 4.1: Showing gender of the respondents in the study

Source: Primary Data 2023

The data presented in figure 4.1 highlights that 23% of respondents were female, whereas 77% were male.

Figure 4.2: Age Category of the Respondents in the Study

Source: Primary Data 2023

In figure 4.2 above, 37% of the respondents were below 30 years old, 39% were between 31-40 and 24% were above 40 years.  In the Interviews with the head teachers, their age range was 41 to 50.

Table 4.2: Highest Academic Qualification for Respondents

Source: Primary Data 2023

Table 4.2 provides information on the distribution of academic qualifications among the participants.

Figure 4.3: Highest Academic Qualification of the Respondents

Source: Primary data 2023

In the figure 4.3 above, 32 (23%) respondents had attained a diploma, 103 (75%) had a Bachelor’s degree while 2 % had a master’s degree. This finding further indicates that all the respondents were well educated and therefore, could answer the question with good understanding of the subject topic. For interviews, all the participants (head teachers) had a graduate educational level.

Figure 4.4: Teaching Experience of the Respondents

Source: Primary Data 2023

Regarding the teaching experience of respondents, 55(39.9%) had taught between 1-5years, 38(27.5%) between 6-10 years while 45(32.6%) had a teaching experience of 11 and above years. During the interviews with the head teachers, all but one of them indicated that they had taught for more than 11 years and had been stationed at their current locations for over a decade. The lone exception was a female head teacher who had only been at her new assignment for seven months.

Figure 4.5:  Responsibility Respondents

Source: Primary Data 2023

In Figure 4.5, the data reveals that among the respondents, 48(34.8%) held positions as department heads, 34(24.6%) were class teachers, and 56(40.6%) were regular teachers. The interviews conducted included 7 head teachers from government schools, indicating that the survey gathered input from individuals actively engaged in the management of ICT support systems and instructional management within government aided secondary schools in Nakasongola. The interviewed participants all possessed graduate-level education and held permanent positions within the Ministry of Education and Sports.

Empirical Findings

This section examines and provides information in accordance with the study’s objectives. The empirical findings, in accordance with these objectives, were organized into tables to improve clarity and facilitate a deeper understanding. Respondents were provided with items and asked to express their agreement or disagreement using a five-point Likert scale: Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD), where; SA=5, Agree=4, Neutral=3, Disagree=2, and Strongly Disagree=1.

The outcome of the study is communicated through statistical measures including; frequencies, percentages, mean, and standard deviation. These measures have been employed to enable the broad interpretation of empirical results. Frequencies and percentages offer insights into of the distribution of responses and the overall sentiment of the respondents toward each item, while the mean provides a central tendency measure, offering an indication into the average perception. Moreover, the standard deviation serves to illustrate the dispersion of responses around the mean, thereby contributing to the depiction of the level of consensus or divergence among the participants’ viewpoints.

Findings on the dependent variable

This section discusses the dependent variable in line with the items on the questionnaire, interview and what was observed during the study.

Results on Teacher’s Effectiveness in Instructional Management

Source: Primary Data 2023

In analyzing if the teacher allocates time appropriately for each lesson activity, the findings indicated that, 72(52.2%) of the respondents agreed and 42(30.4%) strongly agreed while 11 (8%) disagreed that the teacher allocates time appropriately for each lesson activity, resulting to a mean value of 4.04. Based on this analysis, most respondents agree that the teacher in question allocates time appropriately for each lesson activity. However, there is some variation in opinions, with a smaller percentage disagreeing. From an interview response with a male head teacher, he highlighted challenges in teacher preparation when he asserted,

 “teachers prepare for lessons, but after long struggle with them. Yes, we have to put strings attached for them to prepare schemes of work.”

The head teacher’s statement implies that teachers do prepare for lessons, but it is a challenging process that requires external coercion or the use of incentives to ensure compliance.

The teacher effectively identifies relevant materials, media, and methods for the instructional plan

Source: Primary Data 2023

For the findings on the teacher’s ability to identify relevant materials, media, and methods for the instructional plan, 1 (0.7%)strongly disagreed, 4 (2.9%) disagreed, 17 (12.3%) were neutral, 83(60.1%) agreed and 33 (23.9%) respondents strongly agreed, giving an average mean score of 4.04. This suggests that, on average, respondents agree that the teacher effectively identifies relevant materials, media, and methods for the instructional plan. However, there is some inconsistency in opinions, with a smaller percentage disagreeing or expressing neutrality. In regard to these results one of the female head teachers asserted that;

“our teachers’ are able to use their smart phones in some instances where it is required during their teaching especially for the new curriculum.”

The teacher successfully integrates the chosen learning model into the instructional plan

Source: Primary Data 2023

The findings of the study on the ability to integrate interactive elements to enhance student engagement and understanding during instructional implementation further show that a majority of respondents 81(58.7%) either agree or strongly agree with the statement while 18(13%), disagree with the statement, suggesting a positive perception, with a mean of 3.78. This indicates that, on average, respondents lean towards agreement that the teacher successfully integrates the chosen learning model into the instructional plan. However, there are some respondents who disagree 8(5.8%) or are neutral 30(21.7%), indicating some variability in opinions.

In regard to this view during the interview one of the male head teachers, he alluded that,

“our teachers use Microsoft power point to organize lessons mainly computer lessons.”

This response was also in contradiction to that of, one of the head teachers who stated;

 “most of our teachers do not know how to prepare lessons with ICT.”

The teacher makes proper organization of information in instructional delivery

Source: Primary Data 2023

The findings from the table 4.9 further shows that majority, 122(88.4%) of the respondents’ strongly agreed that, indeed the teacher make proper organization of information in instructional delivery, as opposed to 2(1.4%) respondents who disagreed with the statement, resulting to a mean of 4.01. This study results were also further inline to the response by one of the male Head teachers who stated that;

“our teachers make departmental notes and in the new curriculum, the teachers harmonize students’ notes with the one made earlier”.

The teacher effectively organizes information to enhance student understanding and engagement

Source: Primary Data 2023

The findings suggest that majority 122(88.34%) of respondents hold the view that, the teacher effectively organizes information to enhance student understanding and engagement. The low percentage of negative responses (0.7%) and the high mean score (4.13). The findings suggest that the majority of individual teachers in this survey were perceived as effectively organizing information to enhance student understanding and engagement at Nakasongola government aided secondary schools, with a relatively small percentage of respondents holding negative or mixed opinions.  This response was also further indicated by one of the head teachers who asserted that;

“Our teachers encourage participation and student engagement through activities like discussions, group work and hands-on experiments in class”.

In connection to these findings, it’s noteworthy that one of the male head teachers, who is in his forties, also indicated,

“our teachers normally organize lessons to teach leaners specifically according to the lesson plan and inline to the curriculum sometimes using interactive presentations, of power point”.

The teacher integrates interactive elements to enhance student engagement and understanding during instructional implementation

Source: Primary Data 2023

On finding out if the teacher integrates interactive elements to enhance student engagement and understanding during instructional implementation, the results indicated that majority 115(83.3%) of the respondents agreed that the teacher integrates interactive elements to enhance student engagement and understanding during instructional implementation as opposed to 11(8%) of the respondents who disagreed.  This resulted to a mean of 3.88 supports the conclusion that, on average, respondents perceived a relatively high level of integration of interactive elements in instructional implementation. The relatively high mean score supports this conclusion. To support this finding, during an observation, a physics teacher was seen demonstrating to learners of the new lower secondary curriculum, the concept of waves using a projector in the computer laboratory.

The teacher designs summative assessments that accurately measure students’ achievement of learning objectives

Source: Primary Data 2023

he study results further indicate that regarding the statement that the teacher designs summative assessments that accurately measure students’ achievement of learning objectives, the results indicated that 68(49.3%) of the respondents agreed, 47(34.1%) strongly agreed with a mean value of 4.09, further affirming that majority of the respondents agreed. To corroborate this finding, in an interview, a male Head teacher, said;

“Teachers in this school meet in departments to set exams, usually we organize workshops before every term starts. This in a way enables teachers to make standard assessments.”

The teacher provides timely and specific feedback to students after delivery

Source: Primary Data 2023

Lastly the study also indicated that 82(59.4%) strongly agreed that the teacher provides timely and specific feedback to students after delivery while 36(26.1%) of the respondents strongly agreed with the statement which resulted to a high mean value of 4.03 further indicating that, on average, the teacher is perceived as effective in providing timely and specific feedback to students after delivery. In substantiation to this findings one of the head teachers in the interviews asserted that;

“in the new curriculum during the lessons the teachers normally gives leaners their results for formative assessment almost immediately”.

Another female head teacher during an interview, when asked how ICT is used for instruction management, similarly asserted that,

“we use a system, software system that enables the teacher to enter the marks from anywhere, even if you are in your home.”

During the study, the researcher also noted that ICT teachers were seen utilizing computer systems to record students’ marks and electronically generate their results.

Findings based on specific objectives of the study

This section presents the study findings in line with objectives of the study;

Results of Objective One

This objective set out to analyze the relationship between perceived usefulness of ICT and teacher’s effectiveness in instructional management in government aided secondary schools in Nakasongola district. This was tested on teachers and head teachers using a null hypothesis which stated, ‘there is no significant relationship between perceived usefulness of ICT and teacher’s effectiveness in instructional management in government aided secondary schools in Nakasongola District’.  The results were presented in table below;

Objective one: shows results on perceived usefulness of ICT towards teacher’s effectiveness in instructional management in government aided secondary schools in Nakasongola District

The findings below indicate the discussion and presentation of the objective;

The ICT support systems in place help me complete my tasks more efficiently and save time.

Source: Primary Data; 2023

Regarding the perceived usefulness of ICT in enhancing teacher’s effectiveness in instructional management in Nakasongola government-aided secondary schools, according to Table Above, a significant majority, accounting for 69(50%) agreeing and 46(33.3%) of the respondents, expressed strong agreement that ICT support systems in place assisted teachers in completing their tasks more efficiently and saving time, this view was also shared by Abdullah & Ward, (2016), who indicated that Perceptions affect users’ positive or negative attitudes towards using technology. Therefore, since users’ perception is positive, it is therefore clear that teachers are positive and are using technology, However, cumulatively a smaller proportion, constituting 11respondents (8%), disagreed with this statement. The survey results showed a high mean value of 4.06, indicating that respondents perceived ICT as supportive of learning in their schools.

The open-ended comment from a teacher underscored the role of ICT in providing instructional materials, especially in situations where the government may not have adequately provided such resources. The teacher commented, “ICT helps to provide instructional materials where government has not provided”. This suggests that ICT can fill gaps in educational resources and support teachers in delivering quality education.

However, it’s worth noting that these results contrasted with the insights gained from interviews. During one interview, a head teacher pointed out that the ICT infrastructure was lacking, highlighting,

“The ICT level is not all high because the ICT equipment which we have are not enough.”

The use of ICT helps students to find related knowledge and information for learning

Source: Primary Data 2023

In assessing whether the use of ICT helped students to find related knowledge and information for learning, the survey results revealed a majority of positive responses. Specifically, 53(38.4%) of respondents agreed that, ICT helped students to find related knowledge and information for learning, and 69(50%) strongly agreed that ICT helped students to find related knowledge and information for learning while 9(6.5%) of the respondents, disagreed with this statement. This led to a relatively high mean score of 4.30, suggesting that students indeed utilized ICT to access new information and learning resources, this was also further shared by Singhavi & Basargekar, (2020) who established that, Teacher’s perception about computers, computer skills and their willingness to get further training, help in integrating ICT successfully in the teaching learning process. This was featured in an open questionnaire from a teacher who indicated that, “ICT is helpful to students during search for new knowledge.”

This utilization of ICT resources appears to be enhancing the overall learning experience for students in these schools. In addition to the above findings, one of the female head teachers during the interview also affirmed that;

“currently we have few computers, however the new curriculum demands that students make research. To aid this, we usually avail data for students to get relevant information in the computer laboratory. Some students use their parents’ phones when given activities”.

This response further revealed that the computers are not enough for all the students to use and find the related knowledge.  During the observation, it was noted that students primarily utilized Microsoft Word, Excel, PowerPoint, and the internet for their computer-based learning.

While ICT can be a valuable tool for learning, addressing issues related to access and supervision is essential to maximize its benefits and ensure that students use it effectively for educational purposes. This is in agreement with an open questionnaire, from one of the respondents who indicated that, ‘When students go to the lab without a teacher, they resort to playing music, watching movies, among others. Therefore, without proper supervision, sometimes majority don’t concentrate’ Says a female teacher.

Another respondent in the open questionnaire showed that most of these students carry phones in classes which at times diverted their attention as most of them were interested in watching music videos, European sports like football. In line with this finding another female head noted that;

‘Yes ICT supports their learning but they must be guided all the time’ says a female Head Teacher B.

ICT support systems enable me to incorporate various multimedia resources and interactive activities into my teaching methods

Source: Primary Data 2023

The results from majority of the respondents 115(83%) showed that, ICT support systems enabled them to incorporate various multimedia resources and interactive activities into their teaching methods as opposed to 23(17%) who disagreed. This was represented by mean score of 4.19, implying that teacher’s perceived ICT as supportive for instruction management, this view was also in line with Ghavifekr & Rosdy, (2015), who stated that use of ICT in schools enables teachers to incorporate many learning theories for better understanding by learners, the author further asserted that  ICT integration has a great effectiveness for both teachers and the students,  Interviews with head teachers corroborate the survey results. A male head teacher, stated that,

“some teachers use computers for teaching, some use their laptops, they go with it in class and they even demonstrate some of the lessons from the Internet.”

Another male head teacher further affirmed that,

“they sometimes go to the compute

r lab and use the projector for teaching the lessons.”

These results indicate that there is a variety of ways in which ICT is being integrated into the teaching process, catering to different teaching styles and needs. However, the challenge was that, some teachers seem resistant to adopting ICT and continue to use analog methods, like small phones. as reported by one of the male head teachers that,

“some teachers are still in the other system of analog whereby they even use small phones and they cannot even change”.

This shows that though ICT is important in integrating multimedia resources, there are still few resources both for the school and the teachers. In fact, the head teachers highlighted that, the challenges include; limited space for computer facilities where, computer laboratories are insufficient to accommodate the number of computers needed. For example, it was observed that, there were approximately 800 students in a school A, with over 300 students studying ICT, but the classrooms can only hold around 45 to 50 students each. Another significant challenge is the unreliable power supply. Power fluctuations are frequent, and during the interview, another female head teacher alluded that,

“during exams, the power situation worsens. These challenges collectively impact the school’s ability to effectively provide ICT resources and education to its students”.

The ICT support systems help in streamlining administrative processes, such as record-keeping and grading

Source: Primary Data 2023

It was revealed from 119 (86.3%) of the respondents that ICT support systems in their schools helped in streamlining administrative processes, such as record-keeping and grading while 4(2.8%) opposed the statement. The mean value of 4.34 suggests that ICT support systems are seen as valuable tools for improving administrative efficiency within the schools, this view was also in line with Raman and Shariff (2017) who established a positive correlation between technology leadership, availability of ICT facilities, teachers’ competence, commitment to utilizing ICT, and the effectiveness of teachers’ management duties when employing ICT in schools, However, it was also indicated that schools had very few computers which was a challenge to these schools in effectively executing their duties. This finding was also in line with the response from one of the Head teachers who stated that;

“We are somehow ill equipped because we have like 30 computers which are working others are not working.”

This challenge of having few functional computers is one of the ICT challenges that are faced by the schools trying to streamline administrative process.

Findings ICT support systems help me enhance the effectiveness of my teaching strategies and methods.

Source: Primary Data 2023

The findings from 115(83.4%) of the respondents established that ICT support systems were helpful in enhancing the effectiveness of teaching strategies and methods while 2 (1.4%) denied, meaning that schools perceived ICT as being helpful in effective lesson delivery. This was represented by a mean of 4.07, this view was also shared by Muianga, (2019) who examined that the introduction of a new pedagogical model with support for ICT for teaching and learning, indicated that the adapted flexibility-activity framework can combine any teaching and learning methods and strategies.

One of the head teachers in an interview alluded that;

“I find it very effective, especially when it comes to evaluation, assessment, and when it comes to management of Examinations.”

In a comment from female teacher in the open questionnaire, she highlighted one of the advantages of using ICT in education. In her statement she commented, “Teacher preparation for a lesson is simplified using IC”.

 However, despite the perceived usefulness of ICT in enhancing the effectiveness of teaching strategies and methods, one head teachers expressed that, the utilization of ICT is not extensive due to the lack of various ICT equipment, such as insufficiently equipped ICT applications that cannot be accessed by all teachers as he expressed that,

“the level of use is not all high because the ICT equipment which we have are not enough.”

Findings The ICT support systems facilitate efficient communication and collaboration among teachers, students, and administrative staff

Source: Primary Data 2023

It was further discovered from table 4.3 that, cumulatively 112(81.1%) of the respondents agreed that ICT support systems was useful in facilitating efficient communication and collaboration among teachers, students, and administrative staff, as opposed to 7(5%) of the respondents. The mean score of the responses was, 4.06, indicating that on average, teachers perceived ICT to be important in enhancing communication and collaboration, this view was also further shared by George & Ogunniyi, (2016) who asserted that the use of ICT in schools is imperative but school face numerous challenges to fully implement ICT. Regarding this, one of the male head teachers asserted that;

“ICT has been helpful to school since it enables the teachers to get information that has been passed by the administration and they can also connect with fellow teachers.”

In another interview, another male head teacher asserted that;

“We use phones to communicate to each other very fast; we have WhatsApp groups for teachers and we easily pass information from administration to teachers”. Says head teacher C.

However, this finding contradicted one of the responses from one of the male Head teacher, who stated that;

“ICT is useful as a communication tool however we have a challenge that some teachers do not have smartphones this makes it difficult to communicate to them on specific platforms like WhatsApp and email.”

I believe that ICT support systems should be an integral part of modern instructional management practices.

Source: Primary Data 2023

The results from majority 124(89.9%) of the respondents agreed that ICT support systems should be an integral part of modern instructional management practices as opposed to 14(10.1%) of the respondents who disagreed with the statement. This resulted to a mean of 4.34, which meant that ICT should be prioritized and used for teaching and learning, this view was also further shared by George & Ogunniyi, (2016) who revealed that, most of the selected schools did not have at least the basic ICT-resources in the science classrooms, but it was not used optimally, but concurs that the perceived usefulness of ICT-resources seemed to be the most influential factor for the teachers’ intention to practice and therefore ICT support systems should be an integral part of modern instructional , since ICT provides opportunities for research on academics by the students and teachers. This result is also in line with the finding from the open questionnaire where one of the male teachers stated that; “ICT is very important in making schemes of work”.

The ICT support systems effectively facilitate differentiated instruction, catering to the diverse learning needs of students

Source: Primary Data

On whether ICT support systems effectively facilitated differentiated instruction, catering to the diverse learning needs of students, according to table above, cumulatively, majority of respondents 111(80.4%) either agreed or strongly agreed that ICT support systems effectively aided differentiated instruction to address the diverse learning needs of students as opposed to 27(19.5%) who disagreed with the statement, this was also further in line with George & Ogunniyi, (2016) who revealed that use of  ICT support systems in schools has the ability to cater for the diverse  learning needs of students, since students generally have different learning capability some are faster leaners others are slow learners, This positive perception is supported by the mean value of 4.00. One male teacher’s response in an open questionnaire corroborated these findings, when he asserted that; “ICT is generally beneficial for learning as it provides an opportunity for teachers and students to do research online”.

In another open questionnaire, it was indicated by a teacher that, “ICT enables students to perform unknown tasks though research and it breaks boredom.”

Moreover, the same teacher added that, “ICT can make learning exciting and easy for students.”

The head teachers reported that ICT was perceived to be useful, especially among computer teachers who used PowerPoint presentations and projectors for teaching. Approximately 6% of teachers were observed to incorporate ICT into their lessons, particularly those teaching science subjects.

During an observation in school A, the ICT teacher was observed using ICT tools like projectors for demonstration during the lessons, this further indicated that the use of ICT during lessons was being integrated into the teaching.  In the observation it was also further observed that Computer teachers used ICT for both theoretical and practical lessons. Other subject teachers occasionally integrated ICT into their teaching methods, particularly when teaching the new curriculum. But the challenge was that the schools have limited functional computers for large populations. The interviewees reported that challenges included; lack of training for many teachers, limited access to computers for practical subjects, intermittent power supply and limited computer access. Additionally, some teachers exhibited resistance to using ICT, possibly due to inadequate skills, a preference for traditional methods, or financial constraints.

In my observation in line with the interviews, the results on perceived usefulness showed that very few teachers viewed using ICT tools for making schemes of work as time wasting, meaning that most of the teachers use hard copies of written schemes of work. The observation further indicated that many schools lacked backup power sources such as generators or solar panels. As a result, they primarily depended on electricity from the national grid, in fact several head teachers expressed concerns about the reliability of this electricity supply. They mentioned that there were instances of power outages due to load shedding, which negatively impacted computer lessons. This highlights the vulnerability of schools’ ICT infrastructure to interruptions in the national power supply.

The observation across all seven government secondary schools in Nakasongola district revealed the presence of computer laboratories with mostly old and non- functional computers. There were very few teachers who had personal laptops, and the schools lacked essential instructional tools such as projectors and smart boards. Furthermore, it was observed that multiple students often had to share a single computer simultaneously, highlighting resource limitations in terms of access to computer technology for students and teachers.

Table 4.4: Pearson Correlation Analysis to determine the Relationship between Perceived Usefulness of ICT and Teacher’s Effectiveness in Instructional Management in Government aided Secondary Schools in Nakasongola District

Source; Primary Data 2023

Table 4.4 displays the results of a Pearson Correlation Analysis conducted to investigate the relationship between two variables: Perceived Usefulness of ICT and Teacher’s Effectiveness in Instructional Management in Government-aided Secondary Schools in Nakasongola District. The Pearson correlation coefficient is 0.375, indicates a positive correlation. According to Chen, et al., (2021), this positive correlation indicates a weak but positive relationship between teachers’ perception of the usefulness of ICT and their effectiveness in instructional management. This means that as the perceived usefulness of ICT support systems increases, teachers’ effectiveness in instructional management tends to increase as well. This study results further shows that teachers’ perceived usefulness for ICT is imperative for enhancing Teacher’s Effectiveness in Instructional Management (Sinurat et al., 2021). This further shows that Teacher’s Effectiveness in Instructional Management is not only determined by perceived usefulness, there may be other factors that determine Teacher’s Effectiveness in Instructional management, however perceived usefulness has a positive relationship. The significance level (p-value) of 0.000 is below the conventional threshold of 0.05, signifying a highly statistically significant correlation. This implies that the observed correlation is very unlikely to be due to random chance.

Basing on this results therefore, the study rejects the null hypothesis stating that there is a significant relationship between perceived usefulness of ICT and teacher’s effectiveness in instructional management in government aided secondary schools in Nakasongola District  and provides evidence to support the alternative hypothesis, which suggests that there is indeed a significant relationship between perceived usefulness of ICT and teacher’s effectiveness in instructional management in government aided secondary schools in Nakasongola District.

Results for Objective Two

This objective set out to examine the relationship between perceived ease of use of ICT and teacher’s effectiveness in instructional management in government aided secondary schools in Nakasongola district. The results were presented in tables below.

Findings I am able to explain content to students sufficiently when teaching using ICT tools

Source: Primary Data

As far as perceived ease of use was concerned, 58 (42%) of the respondents agreed that they were able to explain content to students sufficiently when teaching using ICT tools while 55 (39.9%) Strongly agreed to the statement as opposed to 3(2.2%) who opposed it. This resulted to a mean value of 4.20. The high mean score of 4.20 indicated a strong positive perception that, on average, teachers perceive that they are very capable of explaining content to students sufficiently when using ICT tools, this view was also shared by  Ghavifekr et al.,( 2021) who indicated that one of the key dimensions of the Technology Acceptance Model (TAM), which explains how individuals perceive and adopt new technologies is PEOU. PEOU refers to the degree to which an individual believes that using a particular technology will be effortless and free of complexity, therefore in relation to this study due to the fact that teachers acknowledged that they could explain to the students using ICT tools, it indicated a perceived ease of use of the technology in the school.

This view was further shared by one of the Head teachers who indicated that;

“In my school, teachers use online resources for teaching subjects like Geography and Biology by utilizing online videos from YouTube, audios and documentaries”.

Another male head teacher also said;

“subject teachers occasionally integrated ICT into their teaching methods since they are becoming conversant with ICT support systems due to frequency of interaction however other teachers still need more training since they are somehow technophobic as such we need government support in more ICT training”.

This response also further shows that though schools want to embrace ICT into their teaching and learning process, they face a challenge that other teachers are not able to utilize ICT support systems due to incompetence in using the ICT support systems like computers, internet and projectors. This was further specifically noted by one of the female head teachers from one of the schools that;

“some of the teachers in my school do not even know how to open an email or even how to connect a projector to the computer.”

I quickly grasp how to use new ICT support systems introduced for instructional management

Source: Primary Data

On whether respondents quickly grasped how to use new ICT support systems introduced for instructional management in their schools, 98(71%) agreed while 13(9.4%) disagreed. This resulted into a mean of 3.77. The mean score of 3.77 suggests an overall positive perception, it is not exceptionally high, indicating that while most teachers have a favorable view, it’s not a unanimous or extremely strong perception. A head teacher acknowledges that there’s a difference in perspectives regarding ICT integration. This view was also in line with Ghavifekr et al., (2016) who indicated that there are several dimensions of perceived ease of use that have been identified in the TAM literature, including; Easy to learn, Clear and understandable, Easy to use, Controllable and Easy to remember. These dimensions are interrelated and can influence an individual’s overall perception of the ease of use of a technology, this view further indicated that the technology is user friendly and the teachers also found it easy to use. They note that some teachers resist using ICT because they either lack the necessary skills or are more comfortable with traditional analog methods.

In an interview with a male head teacher, he said,

“some teachers were resistant to using ICT due to lack of skills or familiarity with analog methods.”

To further understand on whether respondents quickly grasped how to use new ICT support systems, the response from one of the head teachers was contrary. The head teacher indicated that they support teachers with all the necessary ICT support systems and this has led to positivity and quick grasping of the ICT support system as one of the female head teachers noted that;

 “We have computers and teachers are required to set their own exams and simply take them for printing and then when it comes to entering marks, they’re supposed to enter them in the computer, however these teachers who are ICT teachers are the only ones who are conversant with most of the ICT support systems, other teachers teaching other subjects are facing a challenge in understanding how to use the ICT in their teaching”.

I find it easy to locate the functions and options I need within the ICT support systems

Source: Primary Data

The results from the table 4.5 above indicated that, teachers found it easy to locate the functions and options they needed within the ICT support systems.  66(47.8%) of the respondents agreed and 30(21.7%), strongly agreed while 12(8.7%) disagreed with the statement. This resulted to a mean of 3.83 further affirming that a significant number of respondents agreed that they find it easy to locate the functions and options they need within ICT support systems, this view was also further supported by Hero, (2020), who indicated that the existing studies suggest that perceived ease of use is a major attribute in determining the attitude of an individual towards system usage,  they accept the tenets and principles of ICT integration in teaching. Moreover, teachers are well-versed or highly practiced ICT integration in teaching. In an interview response from one male head teacher, he alluded,

“I purchase software for many systems at school including report making software and that for financial management, and I ensure these systems are user-friendly for the intended users. We also provide training to enable teachers to learn how to use new technology in place.” 

During a class observation, the teachers were not seen to be having challenges, which reaffirms user-friendly ICT.

I can easily comprehend how to perform tasks and utilize the features of the ICT support systems.

Source: Primary Data 2023

The statistics on whether respondents could easily comprehend how to perform tasks and utilize the features of the ICT support systems showed that 63(45.7%) of the respondents agreed, 23(16.7%) strongly agreed while 17(12.3%) disagreed, resulting to a mean of 3.65. The moderately high mean value tending towards 4.0 indicates that most of the respondents were agreeing to the findings. This results therefore concludes that most of the teachers could grasp and also use ICT support systems well, this view was also in line with Hismanoglu, (2015) who asserted, training will enable teachers to become competent and receptive to ICT and reduction of errors, This view was contradicting the findings from the interview were one of the male head teacher asserted that,

“in our school only 35% of our teachers can prepare lesson plans, schemes of work using ICT and this is after coercion since the new curriculum demands use of ICT in most subjects”.

I encounter minimal difficulties or errors when using ICT support systems

Source: Primary Data 2023

The study indicates that a significant majority of teachers 99 (64.5%) either agreed or strongly agreed that they encounter minimal difficulties or errors when using ICT support systems as opposed to 16(11.6%) who disagreed with the statement. This suggests that the teachers find ICT systems relatively easy to use, possibly attributed to the training provided by the school to ICT teachers, this view was also in line with Mediaty et al., (2017), who stated that there is for positive attitude among teachers in using ICT support tools to enhance learning. It was discovered that teachers find it easy to integrate ICT tools into their instructional management practices. The mean value of 3.65 further supports this conclusion.

The ICT support systems offer sufficient flexibility and options for me to tailor them to my preferences

Source: Primary Data 2023

On the finding whether ICT support systems offer sufficient flexibility and options for a teacher to tailor them to any preferences, majority 72(52.2%) agreed while 23(16.7%) strongly agreed as opposed to 8(5.8%) disagreeing with the statement. This resulted to a mean of 3.78, indicating that most of the respondents agreed that, ICT support systems offer sufficient flexibility and options for them to tailor them to their preferences.  From the above findings it is therefore evident that the Teachers are being cognizant with many of the ICT support systems, this also further shows that they also have positive attitude towards ICT support systems and are feeling encouraged to use ICT in their respective lessons this view was also further in line with Milburga, (2020) who indicated that e-learning uptake by teaching staff of e-learning was essential as ICT tools have to be integrated into the daily class to provide diverse options for taking in and processing information, the author further noted that teachers are able to use many ICT different tools to help them in better teaching that is within their capability, This view was also further supported by one of the responses from a male head teacher who indicated that;

“with the new curriculum in place, teachers require learners to use ICT in lessons especially for research.”

I find it easy to remember how to use the ICT support systems after initial learning, even if there are periods of non-use.

Source: Primary Data

Results from 88 (63.8%) showed that teachers found it easy to remember how to use the ICT support systems after initial learning even if there are periods of non-use as opposed to 24(17.4%) who disagreed with the statement.  This resulted into a mean value of 3.65 indicating that more number of respondents were agreeing to the statement. This indicates that the teachers possess ICT knowledge, enabling them to retain information, this view was also in line with Milburga, (2020) who indicated that e-learning uptake by teaching staff of e-learning was essential as ICT tools have to be integrated into the daily class to provide diverse options for taking in and processing information. It also underscores that a portion of the teachers have access to ICT support tools such as smartphones.

However, during the interview one of the male head teachers, he asserted that;

“Occasionally, certain teachers who have limited experience with computers tend to overlook essential aspects, particularly when it comes to utilizing software for

generating reports. This tends to become more evident towards the end of the academic term. In such cases, the secretary typically provides assistance and guidance to them, especially with data entry tasks.”

I find it easy to integrate ICT tools into my instructional management practices

Source: Primary Data 2023

It was discovered from 97(70%) of the respondents that they find it easy to integrate ICT tools into their instructional management practices which was not the case with 30% who could not, this had a mean score of 3.81, meaning that majority tried integrating ICT into the class rooms. Contrastingly, interviews with certain head teachers revealed a different perspective. They pointed out that a significant number of teachers lacked the skills needed to incorporate ICT into their teaching methods, this view was also further supported by Mediaty et al., (2017), who stated that if there is positive attitude towards ICT one is able to integrate ICT tools into my instructional management practices. In the interview with the head teachers, they reported a few teachers could try using Microsoft packages such as word, excel, PowerPoint and access. In response he said;

“Some of my staff find it challenging to integrate ICT into their lessons, it’s hard for them to explain content to students sufficiently, but this is also because they are not trained in ICT, the few who were trained are constrained by inadequate computers at schools”.

In the observation, almost all computer laboratories lacked internet connectivity, and the school computers were not adequately equipped with essential learning materials. During observations, it was noted that some teachers demonstrated proficiency in various ICT skills such as using spreadsheet formulas, sending emails with attachments, utilizing Microsoft Excel, conducting internet research, storing and sharing files via USB devices, and downloading and installing software. However, it was important to mention that these skills were more commonly displayed by ICT teachers. On the other hand, teachers instructing subjects like commerce, for instance, faced challenges in generating financial information using spreadsheets.

To examine the relationship between perceived ease of use of ICT and teacher’s effectiveness in instructional management in government aided secondary schools in Nakasongola district, a correlation analysis was carried out as presented in table 4.6.

Table 4.6: Correlation Analysis of the relationship between perceived ease of use of ICT and teacher’s effectiveness in instructional management

Source: Primary Data 2023

On finding out the relationship between Perceived Ease of use, and Teacher’s Effectiveness in Instructional Management, a correlation analysis was run and the Pearson correlation coefficient was 0.413** obtained.  According to Sadeghi (2021), a Pearson correlation coefficient of 0.413** indicates a moderate positive relationship between “Perceived Ease of Use” and “Teacher’s Effectiveness in Instructional Management.” This implies that as a teacher’s perceived ease of using ICT increases, their effectiveness in instructional management also tends to increase.

In the study findings it was revealed that the significance level (p-value) of 0.000 is below the conventional threshold of 0.05, signifying a highly statistically significant correlation. This means that the observed correlation is very unlikely to be due to random chance. According to Xiao et al., (2021), the findings indicate that there is a significant relationship between Teacher’s Effectiveness in Instructional Management and Perceived Usefulness. Basing on statistical significance, the study therefore rejects the null hypothesis and states that there is relationship between perceived ease‐of‐use and teacher’s effectiveness in instructional management in government aided secondary schools in Nakasongola District

Results of Objective three

This objective set out to examine the relationship between Teachers’ ICT knowledge and skills for effective instructional management in government aided secondary schools in Nakasongola district. Responses were got from questionnaires got from teachers and results are presented in table 4.7 below.

Shows level of agreement on Teachers’ ICT knowledge and skills for effective instructional management

Findings I am proficient in using common software applications (e.g., word processing, spreadsheets)

Source: Primary Data 2023

The findings from the table indicates that majority 55(39.9%) of the respondents agreed and 29(21%) strongly agreed that they are proficient in using common software applications (e.g., word processing, spreadsheets) as opposed to 21(15.2%) who disagreed. The average score across all respondents is 3.64, which means that, on average, respondents have a moderate to high level of proficiency in using common software applications, this was also further shared by Baluku & Kasujja, (2020) who argues that, the use of ICT in teaching in schools is reliant on teacher’s level of knowledge and skills to operate ICT gargets/ equipment this study underscores the critical role of perceived ease of use in the effective integration of ICT into instructional management. While there is a generally positive disposition towards ICT, there are variations in proficiency levels among teachers, highlighting the need for targeted training and support.

The distribution shows that a significant portion of respondents are confident in their abilities with these software tools. However, there was a contradiction from an interview with a head teacher who said;

“Teachers have limited knowledge and usage of ICT tools, primarily using them for practical tests and report card generation.” Head teacher C.

This contradiction may be due to a difference in perception between the head teacher’s observation and the self-assessment of the teachers themselves. It’s possible that teachers perceive their proficiency differently from what the head teacher observed or that there is a variation in proficiency levels among the teachers.

I feel confident in troubleshooting common technical issues related to ICT tools

Source: Primary Data

In findings out if the respondents feel confident in troubleshooting common technical issues related to ICT tools, a slight high percentage of 47(34.1%) agreed and 12(8.7%) strongly agreed while a second-high percentage of 44(31.9%) were neutral. This resulted to a mean of 3.20. The mean score of 3.20 indicates that, on average, respondents lean towards feeling moderately confident in their ability to troubleshoot these technical issues, this was also in line with Afshari et al., (2009), who argues that, the success of educational innovations depends largely on the skills and knowledge of teachers. This further indicates that for teachers to successfully use ICTs like computers and projectors in teaching should have the knowledge and skills to apply all soft ware/utility programs and this also leads to confidence among teachers when using ICT, This view is equally shared by one head teacher who commented that the level of involvement of teachers in ICT (Information and Communication Technology) at the school is limited, when he said,

“most of the teachers still have low levels of ICT involvement, some use ICT for research, but majority are not yet embracing it.”

Am able to find, download and install software from internet

Source: Primary Data 2023

The study results further show that a slight high number of 68(49.3%) of respondents either agree or strongly agree that they are able to find, download, and install software from the internet with mean value of 3.32. This indicates that there is a diversity of skill levels among the respondents regarding using the internet to acquire and install software, this was also in line with Raman & Shariff, (2017) that emphasized the importance of technology leadership, availability of ICT resources, teacher competence, commitment, and their practice in effectively integrating ICT into teaching. The study  also highlighted that teachers have the potential to utilize ICT to design appropriate and effective lessons. This suggests that while many teachers may be using ICT tools, there may be a need for further support, resources, and training to ensure effective integration into their teaching practices. However, there is also a substantial portion 37(26.8%) who reported either finding it challenging or somewhat challenging

This view is equally shared by one male head teacher who acknowledged not being proficient in ICT when he said,

“Personally, am not proficient in computer use, so I rely on the ICT teachers or school secretaries to handle most of the computer-related tasks of my job demand.”

I regularly incorporate ICT tools into my lesson planning and delivery

Source: Primary data 2023

Results further show that on the response to the statement of, I regularly incorporate ICT tools into my lesson planning and delivery a higher number of the respondents 54(39.1%) of the respondents agreed while the mean value was 3.12. This data suggests that a substantial number of respondents are actively integrating ICT tools into their teaching practices, indicating a relatively high level of proficiency. On the other hand, 43(31.1%) of the respondents disagreed that, I regularly incorporate ICT tools into my lesson planning and delivery, this view was also in line with Black, & Wiliam, (2018) who notes that ICT in administration and assessment of leaners can only be achieved if the teachers can integrate their work with ICT. This study underscores the significance of ensuring that teachers not only have access to ICT tools, but also the confidence and proficiency to effectively incorporate them into their assessment strategies. This indicates that there are still some who may not be as comfortable or inclined to regularly incorporate ICT tools into my lesson planning and delivery.

In response to this findings one of the male head teachers asserted that;

“sometime back the science teachers under Cyber, used ICT to deliver lessons in biology, chemistry, physics and math, but these days, because we no longer subscribe to cyber, they are not using ICT, but now that they are having this new curriculum, they will not have other options.”

These findings were also in line with the findings from another head teacher,

“who asserted that;

“teachers normally incorporate ICT on what they want to teach and use projectors so this helps in better lessons delivery but not all teachers, only computer practical teachers”.

I feel confident in using ICT tools to create and administer assessments

Source: Primary Data 2023

In finding out if the respondents feel confident in using ICT tools to create and administer assessments, the respondents as presented in the table indicated that 85(61.6%) of the respondents agreed, while 27(19.6%) disagreed resulting to a mean value of 3.57. The mean score of 3.57 indicates that, on average, respondents are inclined towards agreeing that they are confident in using ICT tools for assessment purposes, this findings were also in concurrence with Gibson, K. (2022), who emphasized the beneficial impact of ICT platforms like; WhatsApp, Facebook, Google Meet, and Telegram on communication within educational contexts. These platforms are recognized as enablers for professionals to share knowledge and facilitate instantaneous communication, underscoring their significance in modern educational settings.

A head teacher’s statement in an interview, aligns with the findings regarding teachers’ confidence in using ICT tools for various tasks, including assessment creation and administration. The head teacher mentioned that;

 “most teachers mainly use ICT when making report cards at the end of the term, and I believe they also use it to do research.”

I am proficient in using digital communication tools (e.g., email, instant messaging)

Source: Primary Data 2023

The findings in the study further shows that 54 (39.1%) of respondents felt quite proficient and

31(22.5%) are extremely proficient in using digital communication tools (e.g., email, instant messaging), with a mean value of 3.59 further indicating a slightly high number of respondents agreeing, this was also further in agreement with Gibson, K. (2022), who emphasized the beneficial impact of ICT platforms like; WhatsApp, Facebook, Google Meet, and Telegram on communication within educational contexts. These platforms are recognized as enablers for professionals to share knowledge and facilitate instantaneous communication, underscoring their significance in modern educational settings.

The observation of teachers using smartphones to text colleagues aligns with the study’s findings that a significant proportion of respondents (39.1%) reported feeling quite proficient in using digital communication tools, including email and instant messaging.

I effectively use online platforms for communication and collaboration with students and colleagues

Source: Primary Data 2023

The findings related to respondents’ confidence in using digital communication tools to provide timely feedback to students shows that a high number of respondents 56(40.6%) of the respondents agreed and 30(21.7%) strongly agreed giving a mean value of 3.58, this view was also in line with

Onyema, et al., (2019), who indicates that the nature of today’s learners has increased the demand for use of student-centered learning approach such as Online Discussion Forum. Based on the results, it is strongly recommended to continue and potentially expand the use of online platforms for communication and collaboration with both students and colleagues. This indicates that respondents asserted that they feel confident in using digital communication tools to provide timely feedback to students.

The interview response from the head teacher aligns perfectly with the research findings regarding teachers’ confidence in using digital communication tools for examination, reporting, and providing timely feedback to students. The head teacher stated,

“I find ICT very effective, especially when it comes to examination and reporting”.

While another male head teacher indicated that;

“We have computers and some teachers know how to use the computers and sometimes set their own exams, they simply take them for printing and then when it comes to entering marks, they’re supposed to enter in computers then print it out and give it to students. We only provide Wi-Fi connection to facilitate the process.”

On average, the computers in their schools were equipped with essential learning accessories. However, a significant number of teachers reported limited access to online learning materials because the school computers lacked internet connectivity due to associated costs.

I feel confident in using digital communication tools to provide timely feedback to students

Source: Primary Data 2023

On findings out whether the respondents feel confident in using digital communication tools to provide timely feedback to students, the results indicated that 56 (40.6%) agreed, 30(21.7%), strongly agreed since 62.3% held the same view this results further shows that majority of the teachers hold the view that they feel confident in using digital communication tools to provide timely feedback to students, this view was also in line with Gonzalez-DeHass et al. (2022), which highlights the potential of ICT in promptly generating learners’ assessment results. It underscores that proficient use of ICT tools enables teachers to swiftly produce assessment outcomes, including those for online learners, among other benefits.

This study finding was also in contradiction with the response from male head teacher C, who asserted that;

 “some of my teachers are not well grounded on ICT some of them do not know how to even use computer programs like Microsoft excel”.

Table 4.8: Correlation Analysis of Teacher’s ICT knowledge and skills and Teacher’s Effectiveness in Instructional Management

Source: Primary Data 2023

Table 4.8 presents the results of a correlation analysis examining the relationship between two variables: Teacher’s ICT Knowledge and Skills and Teacher’s Effectiveness in Instructional Management. The table results further indicates that the Pearson correlation coefficient results of r = 0.434^** indicates that there is a moderate positive relationship between, Teacher’s ICT knowledge and skills and Teacher’s Effectiveness in Instructional Management. This means that as a teacher’s ICT knowledge and skills increase, their effectiveness in instructional management also tends to increase.

In the study the P-Value (0.000) is below the conventional threshold of 0.05, signifying an extremely high level of statistical significance. From the results in the P-Value above null hypothesis is rejected and alternative hypothesis is accepted indicating that there is significant relationship between Teacher’s ICT knowledge and skills and teacher’s effectiveness in instructional management in government aided secondary schools in Nakasongola District.

Table 4.10: Analysis of the Hypothesis in the Study

CHAPTER FIVE

Conclusion and Recommendations

Introduction

The purpose of the study was to examine the relationship between ICT support systems and teacher’s effectiveness in instructional management in government aided secondary schools in Nakasongola district. Three objectives were set to achieve the goal of the study; to analyze the relationship between perceived usefulness of ICT and teacher’s effectiveness in instructional management, to examine the relationship between perceived ease of use of ICT and teacher’s effectiveness in instructional management and to examine the relationship between Teachers’ ICT knowledge and skills for effective instructional management in government aided secondary schools in Nakasongola district. This chapter presents the conclusions and recommendations according to the three specific objectives of the study.

Conclusion

This section presents the conclusion of the study in line with the study objectives;

On finding out perceived usefulness of ICT and teacher’s effectiveness in instructional management in government aided secondary schools, the study concludes that, the use of ICT helps in enhancing the study of other subjects specifically where the learning materials have not been provided by government, ICT is helpful to students during search for new knowledge, ICT is useful as a communication tool since schools use them for communication through, WhatsApp groups and email, moreover, teacher preparation for a lesson is simplified using ICT. Notwithstanding the significance of ICT, the level of ICT skill remains irregular due to the insufficient availability of ICT equipment in various schools. The study additionally affirms that there exists a significant relationship between the perceived usefulness of ICT and the effectiveness of teachers in managing instruction in government-aided secondary school in Nakasongola district.

The study’s findings reveal that, in terms of Perceived Ease of Use of ICT and teacher effectiveness in instructional management in government aided secondary schools in Nakasongola district, several significant points emerge. Firstly, a considerable number of teachers continue to encounter challenges when it comes to utilizing ICT support systems. For instance, tasks as basic as opening an email or connecting a projector to a computer still present difficulties for some teachers. Additionally, there exists a section of teachers who exhibit resistance towards integrating ICT into their instruction management practices, largely due to the perceived complexity of the technology. Lastly, the study underscores that the current training provided to teachers in ICT remains limited in its capacity to sufficiently enhance the requisite skills for effective teaching. Importantly, it underscores a significant relationship between the perceived ease-of-use of ICT and the effectiveness of teachers in managing instruction within government-aided secondary schools in Nakasongola district.

The study found that teachers generally have limited knowledge and use of ICT tools, mainly employing them for practical tests and report card generation. Additionally, most teachers exhibit low levels of ICT engagement, and many lack skills in applying ICT. The research indicated a significant relationship between teachers’ ICT knowledge and skills and their effectiveness in instructional management in government aided secondary schools in Nakasongola district.

Recommendations

The study recommends the following;

The schools should integrate ICT tools into the learning process to enhance teachers’ ease and proficiency with various ICT tools. This will foster a positive attitude towards using the ICT, ultimately influencing their intention to utilize it. Ensuring that opportunities for training and support are readily available will help improve teachers’ digital literacy skills.

The recommendations emphasize the importance of providing teachers with comprehensive training and ongoing support to enhance their proficiency in using ICT tools. This could encompass workshops, seminars, and continuous professional development. It is essential to invest in the necessary ICT infrastructure, including computers, internet connectivity, projectors, and relevant software, to enable teachers to effectively incorporate technology. Additionally, recognizing and addressing the specific needs of teachers who may encounter difficulties in adapting to ICT is crucial. Offering tailored assistance and resources will help boost their confidence and competence. Moreover, schools should prioritize the selection of user-friendly ICT tools and software to facilitate easy navigation and utilization for teachers, ultimately enhancing their instructional management. Creating a collaborative environment for teachers to share best practices and ideas regarding ICT integration is pivotal. This collective learning approach can significantly contribute to building a collective knowledge base. Additionally, seeking governmental assistance, where feasible, in providing essential resources, infrastructure, and training opportunities for effective ICT integration, including financial support for technological upgrades and professional development initiatives, is recommended.

The study further recommends that the schools should employ ICT experts to regularly guide teachers in key ICT tasks like  opening an email, using power point, excel or connecting a projector to a computer and also in case there is a new ICT program introduced the schools should offer a training that equips teachers with the skills in the computer program introduced, more to that there is also need to engage teachers in using ICT support systems for communication like WhatsApp, lastly teachers should be taught how to use ICT in making schemes of work and generally integrating their work with ICT.

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APPENDICES

Appendix I: ICT Support Systems and Teachers’ Effectiveness in Instructional Management in Government Aided Secondary Schools Questionnaire for Secondary School Teachers

For official use only 

Dear Respondent,                                                                             

I am OBBO HEZEKIAH OCHWO, a post graduate student from Islamic University in Uganda (IUIU), pursuing a Masters’ Degree in Educational Management and Administration. I am conducting a research on “ICT Support Systems and Teachers’ Effectiveness in Instructional Management in Government Aided Secondary Schools in Nakasongola District.” I sincerely ask you to take part in the study by completing this questionnaire. Your responses shall contribute to the success of this study and will be treated with maximum confidentiality. The responses will only be used for purposes of this study. I appreciate your participation.

SECTION A: Demographic Information

Please tick [√] the most appropriate alternative that corresponds to items given.

Indicate your level of agreement with each of the following items by ticking [√] in the corresponding boxes, using Likert scale where:1 = Strongly disagree (SD), 2 = Disagree(D), 3 = Neutral (N), 4= Agree(A) and 5 = Strongly Agree (SA).

SECTION B: 

PU9: How else do you perceive ICT usefulness for instruction management?…………………………………………………………………………………………………………………….

………………………………………………………………………………………………………

SECTION C

SECTION D

SECTION E

Thank you for your cooperation

Appendix II

Interview Guide for ICT Support Systems and Teacher’s Effectiveness in Instructional Management in Government Aided Secondary Schools in Nakasongola District for Secondary School Head Teachers

School Code………………………… Place of the interview……………………………

Time of the interview……………… Duration of the interview……………………….

Self-Introduction and Introduction of the Rationale of the study

PART 1: BACKGROUND INFORMATION                                                                                                                      

1) In which of the following age brackets do you belong?

1. 20-30            B. 31-40                        C. 41-50
2. 50 above

2) What is your highest education level?

3 What is your employment status?

4) For how long have you been working at this school?

PART 2: Teacher’s Effectiveness in Instructional Management

5. To what extent are the teachers involved in effective instructional management of their job demands.
6. What is your level of perceived usefulness of ICT on teacher’s effectiveness for instructional management at your school?
7. To what extent are your teachers’ knowledge helpful in using ICT for instruction management?
8. What skills do your teachers use for instructional management at your school?
9. When do your teachers use ICT tools for instructional management?
10. How have you supported your teachers to use ICT in their activities/lessons?
11. How equipped is your school with computers?
12. What challenges do you face in integrating ICT into teacher’s lessons?

I appreciate your participation!

Appendix III: Observation Checklist

1. What to observe in schools?

1. Any teachers with personal computers (laptops)
2. Number of school computers
3. Presence of power source
4. Number of computer peripherals like laptops, projectors, smart boards among others
5. Availability of computer labs
6. Observation of lessons

Appendix IV: Table for Determining Sample Size for a Finite Population

N stands for population and S for sample size.

Source: Morgan & Krejcie (1970)

Appendix V: Authorisation Lettes to Carry Out Resarch in Schools

Appendix VI: Research Project Schedule (Work plan)

Appendix VII: Proposed Budget