School principals' perceived knowledge towards information and communication technology in teaching and learning in Zimbabwean secondary schools
by Rosemary Guvhu; Thuthukile Jita; Moruf Abiola Olaide Akintunde
International Journal of Management in Education (IJMIE), Vol. 15, No. 6, 2021

Abstract: This study investigated school principals' perceptions regarding successful implementation of Information and Communication Technology (ICT) policy in Zimbabwean schools. The research employed a quantitative research design, using questionnaires to collect data from a sample of 260 principals. The paper drew upon the Pedagogical Leadership (PL) framework in examining principals' knowledge in the integration of ICTs across the public secondary school curriculum in Zimbabwe. The findings show a significant relationship between principals' ICT knowledge and their ability to support integration of ICTs. Findings also revealed a significant and positive relationship between principals' ICT knowledge and their ability to integrate ICTs. The more the school principals' ICT knowledge, the higher their ability to integrate ICTs into pedagogical practices. The paper recommends that the Ministry of Primary and Secondary Education provides clear policy guidelines on the roles and responsibilities of principals in the implementation of ICT policy in schools. More continuous professional development training programs should be organised to equip principals with requisite ICT knowledge and expertise to be utilised in support of ICT infusion into pedagogical practices.

Online publication date: Wed, 01-Dec-2021

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