The role of school leaders in ICT integration in teaching and learning among secondary schools of Ngororero District

Abstract

In order to achieve instructional efficacy and efficiency, school leadership is the outcome of a partnership between school head teachers, deputy head teachers, teachers, students, and their parents, as well as local leaders and the broader community around the school. The gradual integration of information and communication technology has led to ongoing changes in how we teach and learn, as well as how we run schools (ICT). There have been considerable advancements in the integration and adoption of ICT in schools, according to a number of reports from around the globe, yet usage of ICT varies greatly from school to school and classroom to classroom. In the current study, it is argued that one of the key elements that should become clearer in Rwandan secondary schools is how school leaders carry out their duties. In order to enable the use of ICT for effective teaching and learning because school leaders can have a significant impact on the organizational and social culture of the institution through their involvement. It's also a widely held belief that ineffective ICT integration in teaching and learning results from the lack of appropriate and inspiring leadership models. The main goal of the present descriptive survey was to scrutinize the role of secondary school Head teachers and deputy head teachers’practices on the integration of ICT to enhance the quality of teaching and learning. This survey was based on the effect that the secondary school head teacher and deputy head teacher can have on ICT usage in the classroom through their digital abilities and perceptions and the degree to which they integrate it at different administrative roles. The study went deeper and identified the several leadership philosophies that school leaders use the most to implement this innovation before determining which of them should be supportive of it. For this study, a questionnaire and an interview guide were created. A pilot study was conducted prior to data collection to confirm the validity and dependability of the research tools. A significant, relationship can be drawn between the efforts of school leaders to create conducive environment and to inspire all stakeholders for using the ICT in every day activities of both the teacher and learners. By directing plans to include ICT tools and trainings for secondary school leaders with the intention of assisting in the adoption of ICT at the school level and making it a success, the findings of this study will positively contribute to the changes that are required in the educational system.