The Influence of Teachers' Personal Characteristics on Integration of ICT in Pedagogical Practices: A Study on Kenyan Secondary School Teachers

Abstract This quantitative cross-sectional study investigated the influence of selected personal attributes on the integration of Information and Communication Technology (ICT) tools in pedagogical practices among secondary school teachers in Nyeri county, Kenya. The study targeted a population of 3,141 teachers, employing a stratified sampling technique to ensure representation across gender, age groups, and educational levels. The sample size of 341 teachers was determined using the modified Cochran's formula. Data was collected through a structured questionnaire, focusing on personal attributes such as self-efficacy, attitude, creativity, problem-solving, adaptability, continuous learning, and resilience, along with the level of ICT integration in teaching practices. Ordinal regression analysis was utilized to explore the predictive relationships between these attributes and ICT integration. Results revealed significant findings regarding the influence of personal attributes on ICT integration. Self-efficacy in ICT use was found to be a significant predictor (χ² = 16.128, p = .001), with teachers exhibiting higher self-efficacy more likely to integrate ICT tools into their teaching practices. Attitude towards ICT also emerged as a significant predictor (χ² = 7.981, p = .018), indicating that teachers with positive attitudes towards ICT were more inclined to integrate technology into their teaching methods. Creativity (χ² = 17.430, p < .001), adaptability (χ² = 15.537, p = .001), continuous learning (χ² = 93.406, p = .000), and resilience (χ² = 10.964, p = .004) were also identified as significant predictors of ICT integration. However, problem-solving orientation did not significantly impact ICT integration (χ² = 1.465, p = .481). The study emphasized the complexity of factors affecting ICT integration in teaching, stressing the role of teachers' personal attributes in shaping technology utilization. It filled gaps in the literature by identifying specific personality traits that influence the adoption of ICT tools. Future research could explore additional factors and interventions to address identified challenges. Keywords: ICT integration, personal attributes, secondary school teachers, self-efficacy, ICT tools