Influence of Teacher Perceptions, Attitudes, and Policy on ICT Integration in Basic Schools in Ho Municipality, Ghana

This study sought to examine the impact of teacher perspectives, attitudes, and prevailing policies on the incorporation of Information and Communication Technology (ICT) in primary schools in the Ho Municipality of Ghana. The theoretical framework employed was the Technology Acceptance Model (TAM), which asserts that individual attitudes towards technology adoption substantially influence their behavior and perceived utility of ICT products. The study utilized a cross-sectional research design and employed a questionnaire to gather data from teachers at six basic schools. The findings revealed that teacher attitudes were the primary predictor of ICT integration, with 75% of teachers demonstrating positive perspectives of ICT usage; however, only 40% reported participating in regular training sessions to facilitate this integration. Moreover, although current policies and teacher opinions were recognized, they did not substantially forecast ICT integration when evaluated separately. The study advises the Ghana Education Service and the Ministry of Education to reevaluate and enhance existing ICT integration policies to ensure sufficient support and infrastructure, in addition to initiatives aimed at cultivating favorable attitudes among educators and conducting regular evaluations of ICT programs to pinpoint areas needing improvement. Keywords: Perceptions, Attitudes, Existing policies, ICT Integration, Ho Municipality