Effectiveness of HODS Professional Development on their Role Performance in ICT Integration in Teaching Learning: A Case of Makueni County

Abstract

The integration of Information and Communication Technology (ICT) in teaching and learning has become a critical component of educational transformation globally. Despite significant investments in ICT infrastructure and policy reforms, effective integration of technology in classroom instruction remains a challenge in many secondary schools in Kenya. Heads of Departments (HODs) play a pivotal role in instructional leadership, curriculum supervision, and supporting teachers in the adoption of innovative teaching practices. This study examined the influence of professional development in ICT integration on the role performance of HODs in secondary schools in Makueni County, Kenya. The study adopted a correlational research design and targeted HODs in public secondary schools. Data were collected using structured questionnaires and analyzed using descriptive and inferential statistics, including Pearson correlation, regression, and ANOVA. Findings revealed a positive and statistically significant relationship between professional development in ICT integration and HOD role performance (r = .26, p < .05). Regression analysis showed that professional development in ICT integration accounted for 7% of the variance in role performance (R² = .07), while ANOVA results confirmed that ICT professional development significantly predicted role performance (F (1,318) = 22.47, p < .05). The study concludes that professional development in ICT integration enhances HODs’ effectiveness in instructional supervision, curriculum implementation, and leadership of technology-enhanced learning. The study recommends strengthening continuous professional development programmes focusing on digital leadership, instructional technology, and ICT-supported curriculum supervision.