INTEGRATION OF ICT IN INSTRUCTIONAL SUPERVISION IN PUBLIC SECONDARY SCHOOLS

Abstract

The use of Information and Communication Technology (ICT) in instructional supervision is increasingly seen as an
important way of improving how teaching and learning are managed. Yet, in Kenyan public secondary schools, uptake has
been relatively slow, a concern frequently raised by education stakeholders. This study set out to examine how ICT
utilization influences instructional supervision in public secondary schools in Sotik Sub-County, Kenya. Framed by the
Technology Acceptance Model (TAM) and Open Systems Theory, the research focused on three elements in particular: the
availability of ICT resources, the perceptions of supervisors, and the competence of principals in using ICT. In conclusion,
the study argues that strengthening ICT infrastructure, fostering positive attitudes among users, and ensuring school leaders
have the necessary digital skills are all vital to improving supervisory practices. It recommends greater investment in ICT
facilities, targeted capacity-building for principals, and policy support to embed ICT use into supervisory processes. These
findings not only feed into ongoing debates on educational reform in Kenya but also resonate with the global push toward
achieving Sustainable Development Goal 4 by 2030