Integration of ICT in Instructional Supervision in Public Secondary Schools.

Abstract

The use of Information and Communication Technology (ICT) in instructional supervision is increasingly seen as an important way of improving how teaching and learning are managed. Yet, in Kenyan public secondary schools, uptake has been relatively slow, a concern frequently raised by education stakeholders. This study set out to examine how ICT utilization influences instructional supervision in public secondary schools in Sotik Sub-County, Kenya. Framed by the Technology Acceptance Model (TAM) and Open Systems Theory, the research focused on three elements in particular: the availability of ICT resources, the perceptions of supervisors, and the competence of principals in using ICT. In conclusion, the study argues that strengthening ICT infrastructure, fostering positive attitudes among users, and ensuring school leaders have the necessary digital skills are all vital to improving supervisory practices. It recommends greater investment in ICT facilities, targeted capacity-building for principals, and policy support to embed ICT use into supervisory processes. These findings not only feed into ongoing debates on educational reform in Kenya but also resonate with the global push toward achieving Sustainable Development Goal 4 by 2030.