Perceived Usefulness and Teachers’ Willingness to Integrate Technology in School Management: Evidence from the Nyohini Educational Circuit, Tamale Metropolis, Ghana

Abstract

This study examined the perceived usefulness of technology in school management by junior high school teachers in the Nyohini Educational Circuit of Tamale Metropolis. The study is grounded in the Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT). The study utilized a quantitative approach with a cross-sectional survey design, involving a total of 134 teachers. From this population, 114 teachers were selected using the census technique. Before this selection, the research instrument was pilot-tested with 15% of the teachers, resulting in a high alpha coefficient of .935. Data was collected using closed-ended questionnaires that utilized a 4-point Likert scale and analyzed using descriptive statistics and simple linear regression. The study revealed that teachers generally perceived technology as a valuable management tool for their school-related activities, with mean scores ranging from 3.11 and 3.50. Additionally, the regression analysis results indicate that the model has a statistically significant relationship, suggesting that the predictor (perceived usefulness of technology) has a statistically significant relationship with the dependent variable (teachers’ willingness to integrate technology) (R = 0.257; p = 0.006). The study concluded that enhancing teachers' perceptions of the usefulness of technology will increase the probability that they will use technology in their management practices. The study recommended organizing professional development training sessions and mentorship programs for teachers, focusing on the utilization of technology in school management practices. Additionally, school managers should ensure that teachers have access to adequate technology resources to effectively integrate them into school management tasks.