| dc.description.abstract | In the globalized economies, countries require an ICT literate workforce to enhance participation in the knowledge economy. Education sub-sector in Kenya has embraced information communication technology (ICT) in school management with expectation of value addition, hence optimized organizational outcomes. Studies carried out in various counties in Kenya on effect of ICT entrenchment in individual schools revealed improvement in administration which resulted in good KCSE mean score. In Homabay County, KCSE results dropped by a mean score of -2.4 in the period 2013-2017 for ICT entrenched secondary schools. This drop was more than -1.2, -1.0, and -1.0 realized in neighboring Migori, Kisii, and Kisumu Counties respectively for such schools. Literature revealed need for human relations in ICT work environment and that managers may positively motivate their staff administratively through qualitative interpersonal human relations to improve organizational output. Given that ICT tools do not operate devoid of human environment, this study purposed to establish the relationship between ICT Usage and administrative quality of principals in public secondary schools. Objectives were: determine relationship between ICT-Usage on internal communication, record - keeping, human resource and financial resource management and administrative quality of principals. The study was based on Socio-Technical Systems Theory. The study employed descriptive and correlation research designs. The study population was 102 principals, 102 deputy principals, 102 ICT-Usage teacher-in-charge, 102 school captains, 102 non-teaching staff representatives, 1480 teachers, and 8 SCQASO. Purposive sampling technique was applied in selecting 91 principals, 91 deputy principals, 91 ICT-Usage teacher-in-charge, and 7 SCQASO sampled by saturated method. The other 11 principals, 11 deputy principals, and 11 teachers in charge of ICT were involved in pilot studies. Simple random sampling technique was used to select 300 other teachers. 30 school captains, 30 non-teaching staff representatives were selected from returned consent forms for interview. 20 principals, 20 deputy principals and 20 ICT teachers in charge were also interviewed. Questionnaire, document analysis, and interview schedule were the instruments applied for data collection. Face and content validity of instruments were ascertained by experts in the department of educational administration. A test-retest method was applied to determine reliability of the instruments. Pearson-r of .72 for questionnaire at a p- value of .05 was considered appropriate. Quantitative data was analyzed through descriptive statistics, ANOVA and regression analysis while null hypotheses were tested by t–test method. Qualitative data were analyzed thematically. The findings were; For ICT usage on communication X1: Y= 1.1711+0.140X1E. Meant that for 1 unit increase of ICT usage, there occurred an improvement in administrative quality of principals by 0.140 units; For ICT usage on record keeping X2: Y=1.711+0.092X2E. Indicated that 1 unit increase of ICT-usage resulted in an improvement on administrative quality of principals by 0.092 units; For ICT usage on human resource management X3: Y=1.711+0.220X3E. Meaning that for 1 unit increase of ICT usage an improvement in administrative quality of principals ensued by 0.220 units. Lastly, for ICT-usage on financial resources X4: Y=1.711+0.085X4E It meant that an increase of 1 unit of ICT- usage on financial resource management resulted in an improvement in administrative quality of principals by 0.085 units. The study further revealed that use of ICT in human resources management had highest effect in administrative quality of principals. The study findings are useful for generating information about usage of ICT and ways in which it aids administrative quality of principals in secondary schools. It was recommended that there be enhanced use of ICT in internal communication by establishing functional ICT tools, equipment, and infrastructure; that management to entrench staff development orientations and training processes through regular seminars and workshops for principals, deputy principals and the staff who are in managerial positions. | en_US |
