Information Communication Technology Use and Job Performance of Teachers at a Private International School in Uganda

Abstract

This study assessed the influence of information communication technology (ICT) use on job performance of teachers at a private International School in Kampala, Uganda. Specifically, the study assessed the influence of ICT enabled school administration, electronic information resources access and ICT enabled collaborative teaching and learning on job performance of teachers. Using the correlational research design, data were collected from teachers using a self-administered questionnaire. Descriptive results showed that performance of teachers was good and use of ICT enabled school administration, electronic information resources access, collaborative teaching and learning was high. Regression analysis revealed that while electronic information resources access had a positive and significant influence on job performance of teachers, ICT enabled school administration and ICT enabled collaborative teaching and learning had a positive but insignificant influence on performance of teachers. It was concluded that electronic information resources access is very essential for job performance of teachers but ICT enabled school administration and ICT enabled collaborative teaching are not critical for job performance of teachers. It was thus recommended that stakeholders in the education sector including the Ministry of Education, Directors of schools and head teachers should promote teachers' access to electronic information resources access giving less emphasis to ICT enabled school administration and ICT enabled collaborative teaching.

Tangible Resources and Effective E-Learning Implementation in Selected Ugandan Public Universities

“…Library e-resources also help learners to access reading materials (Rivo & Žumer, 2022). Scholars (Ajegbomogun et al, 2017;Anyim, 2021;Oladele & Modebelu, 2021;Oladele & Modebelu, 2021;Mugizi & Amwine, 2020;Odili et al, 2020;Olaniran et al, 2017). Nevertheless, while all the studies suggested that library e-resources are essential for implementation of e-learning, Olaniran et al (2017) did not suggesting that the effect of e-library resources on e-learning implementation still needs to be explored in different contexts.…”

“…The data collection tool was a self-administered questionnaire because it enabled collecting data from a large number of respondents. The independent variables of tangible resources was measured in terms of ICTs teaching facilities (Akbulut et al, 2007;Schreurs, 2007), access to ICT (Akbulut et al, 2007;Mugizi & Amwine, 2020; university ICT implementation policy (Akbulut et al, 2007;Ngololo et a., 2012;Isaacs et al, 2018), and libraries e-resources (Anyim, 2018). E-learning effective implementation was measured in terms of student-student, student-teacher and student-content e-interaction (Downer et al, 2015;Malinovski et al, 2012;Yılmaz & Karataş, 2018).…”

“…Tangible resources are utilised to provide services (Jawed & Siddiqui, 2019) and help organisations to overcome and deal with uncertainties enhancing organisational success (Kim et al, 2019). Studies reveal that tangible resources for e-learning include ICT teaching facilities (Akbulut et al 2007), access to ICT facilities (Akbulut et al, 2007;Mugizi & Amwine, 2020) , ICT implementation policy (Akbulut et al, 2007;Isaacs et al, 2018;Anyim, 2018). This study assessed the influence of tangibles resources on effective implementation of e-learning during and beyond COVID-19 pandemic era in public universities in Uganda.…”