Factors Influencing the Integration of ICT in Resource Planning In Secondary Schools in Mashuuru District, Kajiado County, Kenya

The study sought to investigate factors influencing ICT integration in Resource planning in secondary schools in Mashuuru district, Kajiado County. Specifically, the study sought to establish the availability of ICT infrastructure and the level of training personnel, all in the integration of ICT in resource planning. The study employed descriptive survey design with both qualitative and quantitative approaches targeting 13 secondary schools, 13 school principals, 226 teachers. A sample of 88 respondents was randomly selected and interviewed for argumentation purposes of the study findings. Data was mainly collected using a questionnaire tool. Structured interview were also used in collecting quality data from the Principals. The study established that most schools had desktops, phones, television, laptops, DVD players, projectors and radios. Based on linear regression, availability of ICT infrastructure, R-Squired was 0.224 which explained (22.4%) of the factors influencing integration of ICT in resource planning in schools. The study found out that most teachers were well trained in Microsoft word, emails, Google search and excel with mean average of 3.22, 3.15. 3.30 and 2.73 respectively. Training in power point, access, office tools and quick books showed a low level training with mean average of 2.51, 2.38, 2.19 and 1.83 respectively. The sum mean average for all the variables was 2.66 implying a moderate level of training. This indicates that, in average, teachers in Mashuuru district were moderately trained in ICT use. The regression mode is adjusted R-Squired was 0.145 which explain (14.5%) extent at which training factors influenced integration of ICT, in resource planning in schools. Based on the findings, many schools in Mashuuru district had quite considerable enough ICT infrastructure that can necessitate the utilization of the same resource planning in schools. Quite a good number of teachers were also trained in ICT and this is attributed to the fact that most of the teachers were young. They had the prerequisite skills needed in the use of ICT in schools.