Influence of Teachers’ Self-Efficacy on ICT Implementation in Kenyan Universities

Abstract

Abstract The study was motivated by the need and realization that ICT implementation has become a necessity in university education in the current 21st century. Therefore, this study provides valuable baseline information to stimulate investment in teachers' self-efficacies influencing ICT implementation to streamline university education by enhancing accessibility, quality, and efficiency. Empirical literature identified a substantial technological gap among the teachers' self-efficacy that significantly influences ICT implementation. Through a descriptive survey, the study investigated how teachers' self-efficacy influences ICT implementation and informs teachers' best practices by incorporating the Technological, Pedagogical Content Knowledge (TPACK) Model lens. Stratified random sampling procedure was used to select 475 teachers/lecturers in Kenyan University. Structured questionnaires method was used to collect data. The data was analyzed using descriptive, inferential statistics, Spearman Correlation as well as regression in Statistical Package for Social Science. The study had 86.4 % response rate and data collected passed normality by Kolmogorov-Smirnov and Shapiro-Wilk Tests criteria. Analysis of variance revealed that teachers’ self-efficacies have significant effect on ICT implementation in the sample University with nearly 20 % changes in ICT implementation caused by Teachers’ self-efficacies, therefore the null hypothesis () that Teachers’ self-efficacies have no significant influence on ICT implementation was rejected. The findings from this study suggest that ICT implementation in the University is dependent on Teachers’, self-efficacy, hence the findings would be useful by providing guidelines for university managers and administrators to evaluate teachers' ICT implementation and teachers’ capacity. The research, therefore, provides preliminary evidence of the need to boost teachers' technology confidence through training, accessibility, and consistent use of technology since knowledge and belief impact teachers’ intentions to use technology.