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<p>This research work was investigated the determinants of digital technology integration in secondary schools in Asella Town, Ethiopia. The research design was a convergent mixed-methods approach. The quantitative study was based on a survey of 190 teachers, selected from a total population of 362 teachers using the sample size formula proposed by Yamane (1967) at a 95% confidence level. The qualitative study used semi-structured interviews and focus group discussions with three principals, four ICT teachers, and one education supervisor purposively sampled. Data were collected using a validated questionnaire and interview schedules. Content validity was established through expert validation, and the reliability of the questionnaire was established with Cronbach’s alpha coefficients of 0.78 to 0.91. The quantitative data was analyzed using descriptive statistics, Pearson correlation, and hierarchical multiple regression analysis in SPSS version 26, while the qualitative data was analyzed using thematic analysis. The findings showed that digital competence (β = 0.29, <i>p</i> &lt; 0.01) and the presence of infrastructure (β = 0.21, <i>p</i> &lt; 0.01) were the best predictors. Positive correlations were also found to be strong between technology integration and the attitudes of teachers, leadership support, and technical support. The qualitative results supported the challenges that exist, such as the lack of infrastructure, training, technical support, and digital literacy among teachers. The integration of digital technology in teaching and learning can only be successful if continuous professional development based on the TPACK model is undertaken, and if the infrastructure and school leadership are supportive. Recommendations are made to build the capacity of teachers, enhance access to digital technology, and develop support structures to ensure digital transformation in Ethiopian secondary schools.</p>

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Factors influencing digital technology integration in Asella Town secondary schools, Ethiopia

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月8日

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  • Seboka Geleta Tonkolu,
  • Yilfashewa Seyoum Mekuria,
  • Tadesse Melesse Merawi,
  • Yonas Amdemeskel Worku

摘要

This research work was investigated the determinants of digital technology integration in secondary schools in Asella Town, Ethiopia. The research design was a convergent mixed-methods approach. The quantitative study was based on a survey of 190 teachers, selected from a total population of 362 teachers using the sample size formula proposed by Yamane (1967) at a 95% confidence level. The qualitative study used semi-structured interviews and focus group discussions with three principals, four ICT teachers, and one education supervisor purposively sampled. Data were collected using a validated questionnaire and interview schedules. Content validity was established through expert validation, and the reliability of the questionnaire was established with Cronbach’s alpha coefficients of 0.78 to 0.91. The quantitative data was analyzed using descriptive statistics, Pearson correlation, and hierarchical multiple regression analysis in SPSS version 26, while the qualitative data was analyzed using thematic analysis. The findings showed that digital competence (β = 0.29, p < 0.01) and the presence of infrastructure (β = 0.21, p < 0.01) were the best predictors. Positive correlations were also found to be strong between technology integration and the attitudes of teachers, leadership support, and technical support. The qualitative results supported the challenges that exist, such as the lack of infrastructure, training, technical support, and digital literacy among teachers. The integration of digital technology in teaching and learning can only be successful if continuous professional development based on the TPACK model is undertaken, and if the infrastructure and school leadership are supportive. Recommendations are made to build the capacity of teachers, enhance access to digital technology, and develop support structures to ensure digital transformation in Ethiopian secondary schools.