Influence of Teachers' Competencies on ICT Implementation in Kenyan Universities

Teachers' ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers' practice. The study explores the implication of teachers' competencies on ICT implementation in universities. The empirical literature has established a considerable research gap despite teachers' competencies being critical in ICT implementation. The study presents a university survey in Kenya on 475 teachers exploring the implication of teachers' ICT competencies on ICT implementation and teachers' skills and knowledge. The descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers' competencies and use of software tools, implying that teachers' level of competencies increases as they use and employ software tools when teaching. The chi-square test statistic indicated results of 288.498 and a significance of P < 0.005. The P value is less than the chosen significance level alpha = 0.05, which checks for independence on the teachers' competencies on ICT implementation. Therefore, implying that the null hypothesis was rejected at the 5% level of testing. The conclusion was that there is significant evidence that teachers' competencies significantly influence ICT implementation. Therefore, this study forms a foundation informing all universities stakeholders on their responsibility to support teachers in implementing technology in their instruction.

Automated summary

Teachers' ICT implementation is becoming increasingly important in universities, but there is a research gap regarding the impact of teachers' competencies on ICT implementation. A survey in Kenya found that teachers' ICT competencies significantly influenced the implementation of ICT and their skills and knowledge. The study suggests that universities should support teachers in using technology in their instruction.