Training needs of Principals on Computer Technology Implementation in Secondary Schools in Nyakach Sub County, Kisumu, Kenya

摘要

Effective implementation of ICT in schools ensure high social and economic returns not only to an individual child, but also to the country as a whole. It is therefore important that those charged with management of education in secondary schools should be those who are knowledgeable and skilled in ICT in order to perform their administrative tasks efficiently. However, in Nyakach sub-county, this is far from the truth, because in recent times there has been a lot of concern about implementation of ICT by principals of public secondary schools. These anomalies point to the fact that most of these principals are never given prior preparation for administrative functions in their schools. In fact, most of them are just hand-picked from among deputy principals/head teachers and senior teaching and then assigned to head schools; without any evidence of their training in administration and ICT, so they end up using trial and error method to run the school and implement ICT programmes. The purpose of this study was to identify training needs of principals of public secondary schools especially in the area of information communication technology. The specific objective of the study was to establish the training needs of principals in the implementation of ICT in their schools. The conceptual framework was based on needs assessment theory, which is an information for a collecting tool that enable the researcher to identify the needs of an individual school or an organization. A review of literature revealed that principals needs to be well versed in ICT implementation and use in their schools. The study employed a descriptive survey design consisting of saturated sampling techniques for all the principals in Nyakach sub-county. The study population consisted of 43 principals and data was collected by use of questionnaires, document analysis guide and interview schedule. Data collected was analyzed by use of descriptive statistics that included graphs, percentage and frequencies. Qualitative data was arranged into themes, categories and sub-categories as they emerged from the field. The study found that most schools had not set up ICT infrastructure. This hampered their implementation of ICT in management and curriculum instruction. Moreover, all the principals were not trained in the use of ICT. The study recommended that principals of secondary schools must be computer literate. They should be trained properly in ICT skills and this will promote the use of computers in their schools in management and curriculum instruction.