Individual Consideration Practices of Principals on Teachers Integrating Information Communication Technology in Public Secondary Schools in Kenya

Leadership behavior is one of the issues that has received a lot of attention internationally, particularly the personal considerations of a transformative leader. A teacher’s confidence grows under the supervision of a good leader who can handle particular requirements, including a lack of ICT competency and the availability of additional technologies. This study sought to determine the extent to which Principals’ individual considerations practices influence teachers’ adoption of technology in classroom instruction. The present inquiry adopted a mixed method approach built on an explanatory sequential design. Data was collected from 62 principals and 186 teachers using interviews and questionnaires. from public secondary schools in Kakamega county Expert judgment was used to validate the instrument, obtaining a Cronbach coefficient Alpha index of 0.75, while the test-retest method was used to determine the reliability of the research instruments. Quantitative data were analyzed using frequencies, percentages, and Pearson correlations. In contrast, qualitative data were examined by grouping common themes and characterizing participants’ ideas and viewpoints. The findings revealed a significant relationship between principals’ individual consideration and the integration of ICT in teaching and learning (r (108) = 0.584, p