Teachers’ Perceptions of the Role of ICT Training in Enhancing the Quality of Education in Government-Aided Secondary Schools in Busia District

Abstract

This study examined teachers’ perceptions of ICT training and its influence on the quality of education in government-aided secondary schools in Busia District, Uganda. It focused on formal ICT training, training frequency, and the relevance of training programs. Participants were 334 teachers with at least one year of teaching experience, selected through stratified random sampling. Data were collected via questionnaires and interviews and analysed using a mixed-methods approach, integrating quantitative analysis (descriptive statistics, Pearson correlation, and regression) with qualitative thematic content analysis. Results indicated that 58.7% of teachers had received formal ICT training, though much was general rather than subject-specific. Frequent and relevant training enhanced teachers’ confidence and their integration of ICT, with 69% reporting regular use of digital tools. Correlation (r = 0.719, p < 0.001) and regression (β = 0.771, p < 0.001) analyses revealed a strong, statistically significant relationship between ICT training and quality of education, measured through instructional effectiveness, student engagement, and learning outcomes, explaining over 60% of variance. The study concludes that continuous, practical, and subject-focused ICT training is vital for improving teaching practices and learner outcomes. Recommendations include increasing training frequency, enhancing content relevance, and strengthening leadership support and ICT infrastructure.