Moderating effects of the school support system on the relationship between teacher-related factors and ICT integration in Geography instruction in selected public secondary schools in Kenya

Abstract

Despite the acknowledged benefits of ICT integration in Geography, actual levels of ICT integration by Geography teachers remain low in many countries including Kenya. Several studies have enumerated both barriers and influencers for successful ICT integration in teaching various subjects with limited focus in Geography subject. The purpose of this study was to investigate the moderating effect of school support system on the relationship between teacher-related factors and ICT integration in Geography instruction in selected Kenyan National and Extra- County secondary schools. The specific objectives are to Establish the availability and use of ICT resources for teaching Geography, to determine the influence of teachers' ICT self-efficacy on ICT integration in Geography Instruction, to examine the impact of teachers' attitudes towards technology on ICT integration in Geography instruction, to find out the effects of teachers' pedagogical strategies on ICT integration in Geography Instruction, and to determine the overall moderating effect of school support system on the relationship between teacher-related factors and ICT integration in Geography Instruction The study drew theoretical underpinnings from the Technology Acceptance Model, Unified Theory of Acceptance and Use of Technology (UTAUT) and Technological Pedagogical Content Knowledge (TPACK) framework. The choice of multiple theoretical framework was informed by the concept of theoretical integration approach which emphasizes on use of multiple theories to capture different dimensions of a research problem for comprehensive understanding of a complex phenomenon. The study employed a mixed method research design which encompasses both quantitative and qualitative techniques. The study was grounded in a pragmatic research philosophy because it emphasizes on practical solutions and real-world application, making the study more relevant and actionable. The target population comprises principals, heads of Geography departments, and Geography teachers in 106 National and Extra County secondary schools in the North Rift region, where most of the schools come from close proximity to the urban centres with several learning institution to provide access to ICT resources. The target population was 863 participants from which sample size of 274 respondents was selected using Taro Yamane's formula at a 5% margin of error. The study used proportionate, stratified and random sampling to select 34 principals 34 head of Geography departments and 206 teachers of Geography. Data collection instruments include a structured questionnaire and semi- structured interviews, and document analysis. Data analysis techniques include Correlation, multiple regression, moderated regression, and thematic analysis for qualitative data. Descriptive statistics showed that all the indicators that measured the constructs of the study demonstrated strong capability in integrating ICT into Geography Instruction with mean ranging from (4.85-3.47) this high mean indicate that all the teacher-related factors and school support system enhances ICT integration. Regression analysis revealed that teachers' ICT self-efficacy is the strongest predictor of successful technology integration followed by pedagogical. Interestingly, despite positive attitudes toward technology showing moderate correlation with integration, the regression analysis revealed a negative relationship, with school support systems showing significant direct effects but no moderating influence. The combined model explained 75.8% of variance. Thematic analysis also showed positive responses to all aspects of school support system. The findings of this study contributed to the knowledge base on ICT integration in geography Instruction and it provides insights for the educational policymakers, educators, and researchers to promote effective technology integration in teaching and learning. Based on these findings, researcher recommend prioritizing professional development that enhances teachers' ICT self-efficacy and student-centred pedagogical strategies. Professional development programs should focus on practical implementation skills to bridge the attitude-integration gap, schools should strengthen support systems (infrastructure, technical support, leadership), and develop comprehensive frameworks that address both teacher capabilities and institutional support simultaneously, while education policymakers should establish minimum standards for ICT infrastructure and technical support in schools.