Influence of Teacher’s Technological Competence on the Adoption of Digital Education Technology in Teaching of Home Science in Secondary Schools in Baringo County, Kenya

Mercy Jemutai, Robert Aming’a & Rachel Koross
School of Education
University of Eldoret
Email: jemutaimercy64@gmail.com

Abstract: Technology is a critical component of instruction in education in the 21st century. However, the integration of digital education technology in secondary schools has been hindered by varying levels of teachers’ technological competence, which affects effective teaching and learning. In Baringo County, challenges such as limited training, inadequate infrastructure, and insufficient professional support exacerbate the problem, leading to inconsistent adoption of digital tools. The purpose of this study was to establish the influence of teachers’ technological competence on the adoption of digital educational technology in teaching Home Science in secondary schools. The study was anchored on the Technology Acceptance Model (TAM), which emphasizes perceived usefulness and perceived ease of use as determinants of technology adoption. A descriptive survey research design was adopted, targeting 19 public secondary schools offering Home Science. The population comprised 63 Home Science teachers and 19 principals, sampling 63 teachers and 8 principals purposively. Data was collected using questionnaires and interview schedules, with validity ensured through expert review and reliability tested using Cronbach’s alpha (α ≥ 0.7). Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed. Ethical considerations included informed consent, confidentiality, voluntary participation, and authorization from NACOSTI. The findings revealed that while most teachers expressed confidence in using digital tools, a majority lacked training, troubleshooting skills, and regular updating of knowledge, limiting effective integration. The study concluded that technological competence significantly influences adoption and recommended strengthening continuous professional development, collaborative partnerships, and peer-to-peer mentorship to enhance digital integration in Home Science teaching.