The Role of Digital Tools in School Administration in Rural Secondary Schools in Mandera county-Kenya
DOI:
https://doi.org/10.47941/jep.3792Keywords:
Digital Tools, School Administration, Secondary SchoolsAbstract
Purpose: This study examined the use of digital resources in the administration of rural secondary schools in Kenya. Guided by the Technology Acceptance Model, the research investigated the availability of digital tools, their utilization in school management, challenges affecting implementation, and their impact on administrative efficiency.
Methodology: Using a descriptive survey design, data were collected from principals, deputy principals, and ICT teachers through questionnaires and interviews and analyzed using descriptive statistics and thematic analysis.
Findings: The findings showed that digital resources are only partially available in most rural schools. Mobile phones were the most accessible tools, while computers, internet connectivity, and School Management Systems were less available. Digital technologies were mainly used for communication through SMS and WhatsApp, with limited application in record management, reporting, and decision-making. Key challenges included inadequate infrastructure, limited funding, insufficient technical skills, lack of technical support, and resistance to change. Despite these constraints, digital resources were found to enhance administrative efficiency by improving communication, data accuracy, accountability, transparency, and decision-making.
Unique Contribution to Theory, Policy and Practice: The study concludes that digital technologies have significant potential to improve school administration, but their integration remains incomplete in rural secondary schools. It recommends increased investment in ICT infrastructure, staff training, internet connectivity, and technical support to promote effective digital integration in school management.
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