Headteachers’ Support and Challenges Toward ICT Integration into Teaching and Learning in Ghanaian Basic Schools

Abstract

This study explored headteachers’ support toward ICT integration into teaching and learning and the challenges they face in offering such support. By employing a qualitative research paradigm, the study interviewed 10 headteachers and 10 ICT-trained teachers from one education district in the Greater Accra Region. Findings generated from a thematic analytical technique showed that the headteachers supported ICT integration into teaching and learning by organizing and supporting teachers in ICT-related trainings, monitoring and supervising teachers, providing and mobilizing ICT infrastructure, and maintaining the ICT infrastructure. However, inadequate funds to support the procurement of ICT equipment, lack of stakeholder support in mobilizing ICT resources, difficulty in training teachers, unavailability of electricity and internet facilities, and high maintenance costsconstrained headteachers’ efforts in supporting ICT integration into teaching and learning. The study concludes that for headteachers to successfully support ICT use among their teachers, pragmatic steps must be taken by policymakers to address the challenges they face in providing such support.