Abstract:
Abstract: This study was carried out with 86 primary school teachers in Kenya’s Narok County and
explored factors affecting integration of ICT in teaching and learning. Multiple regression was used
for data analysis. The results revealed that 32.5% of the variance was explained by the independent
and extraneous variables (R2 = 0.325, P = 0.001) and was statistically significant. Attitude was found
to be a significant predictor of teachers’ behavioural intention to use ICT in teaching and learning (β
= 0.259, p < 0.05) while performance expectancy (β = 0.148, p > 0.05), effort expectancy (β = -0.185, p
> 0.05), social influence (β = 0.029, p > 0.05), facilitating condition (β = 0.194, p > 0.05), self-efficacy (β
= 0.195, p > 0.05) and anxiety (β = 0.074, p > 0.05) were not significant predictors. The study
recommends training of teachers on subject-specific ICT technologies, that laptops and computers
be availed for use by teachers and pupils, that School Heads be trained on how to monitor and
support integration of ICT by teachers and that governments provide schools with requisite ICT
infrastructure.
Keywords: performance expectancy, effort expectancy, social influence, facilitating condition, selfefficacy, attitude, anxiety and intention to use Information Communication Technology
