Positive Attitudes, Constrained Practice: School-Level Support and Chemistry Teachers’ ICT Integration in Mkuranga District, Tanzania
DOI:
https://doi.org/10.61227/81y6n215Keywords:
chemistry education, ICT integration, school-level support, teacher attitudes, TPACK, TanzaniaAbstract
Digital education reforms in Tanzania are expanding, yet secondary schools face gaps in infrastructure, training, connectivity, and technical support. This study examined whether school-level support and infrastructure shaped chemistry teachers’ attitudes toward information and communication technology (ICT) integration in Mkuranga District. The objective was to determine how training and infrastructure influenced those attitudes. A mixed-method case-study design was used. The study involved 56 participants: 46 chemistry teachers and 10 heads of schools; 10 teachers and all heads joined interviews, and 10 lessons were observed. Structured questionnaires, semi-structured interviews, and a non-participant observation checklist generated data. Following permission and consent, questionnaires were administered, 30–45-minute interviews were audio-recorded, and observations were documented. Frequencies, percentages, and simple linear regression at α = .05 analysed quantitative data; thematic analysis and triangulation integrated qualitative and observational evidence. Literature-based item development, expert review, pilot testing, construct alignment, and triangulation supported validity. Test–retest reliability of at least .80 and Cronbach’s alpha of at least .70 were prespecified, although realised coefficients were not reported. Participation was voluntary, confidential, anonymous, and withdrawable. Reliable electricity (80.1%) and supportive leadership (76.2%) coexisted with inadequate resources (85.0%), limited regular training (35.7%), inadequate infrastructure (35.7%), and weak technical support (38.1%). Support did not significantly predict attitudes, R² = .009, F(1, 41) = 0.362, p = .551. Teachers valued ICT but could not enact that commitment. The study concludes that attitude is not the principal bottleneck. It recommends targeted chemistry-focused professional development, equitable equipment and connectivity, and funded technical maintenance.
References
African Union Commission. (2022). Digital education strategy and implementation plan 2023–2028. https://au.int/en/documents/20221125/digital-education-strategyand-implementation-plan
Bai, X., Guo, R., & Gu, X. (2024). Effect of teachers’ TPACK on their behavioral intention to use technology: Chain mediating effect of technology self-efficacy and attitude toward use. Education and Information Technologies, 29(1), 1013–1032. https://doi.org/10.1007/s10639-023-12343-x
Batamuliza, J., Habinshuti, G., & Nkurunziza, J. B. (2024). Exploring lower secondary school teachers’ perceptions of integrating simulations into chemistry instruction. Frontiers in Education, 9, Article 1484495. https://doi.org/10.3389/feduc.2024.1484495
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
Hamoud, S. S., & Nzilano, J. L. (2024). Exploring science teachers’ beliefs and practices of ICT integration in secondary school teaching: A mixed method approach. University of Dar es Salaam Library Journal, 19(1), 70–84. https://doi.org/10.4314/udslj.v19i1.6
Mbona, S. V., Muchakubvura, D., Zunga, L., & Msosa, S. K. (2026). Teachers’ preparedness, attitudes, and perceived impact of technology use in lesson delivery in selected Zimbabwean schools. Education and Information Technologies, 31, 4681–4703. https://doi.org/10.1007/s10639-026-13982-6
Mishra, P. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Moosa, S., & Ramnarain, U. (2023). The impact of an empowerment evaluation professional development program on physical sciences teachers’ attitudes, beliefs and behavioral intentions to integrate ICT into their science lessons. Frontiers in Education, 8, Article 1159373. https://doi.org/10.3389/feduc.2023.1159373
Msafiri, M. M., Kangwa, D., & Cai, L. (2023). A systematic literature review of ICT integration in secondary education: What works, what does not, and what next? Discover Education, 2, Article 44. https://doi.org/10.1007/s44217-023-00070-x
Rimba, C., & Tarmo, A. P. (2025). Teachers’ beliefs and their effects on the use of ICT in teaching science and mathematics in Tanzania. Papers in Education and Development, 42(2), 1–21. https://doi.org/10.56279/ped.v42i2.special.1
Shambare, B., & Jita, T. (2024). Understanding science teachers’ TPACK for virtual lab adoption in rural schools in South Africa: A mixed-methods approach. Frontiers in Education, 9, Article 1426451. https://doi.org/10.3389/feduc.2024.1426451
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
UNESCO. (2023). Global education monitoring report 2023: Technology in education: A tool on whose terms? https://doi.org/10.54676/UZQV8501
UNESCO. (2025, August 27). UNESCO KFIT III Project and TIE strengthen ICT integration with digital skills modules for Tanzanian secondary school teachers. https://www.unesco.org/en/articles/unesco-kfit-iii-project-and-tie-strengthen-ict-integration-digital-skills-modules-tanzanian
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE
Additional Files
Published
Issue
Section
License
Copyright (c) 2026 Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
