Head Teachers' Coordination of Professional Development and Teachers' Implementation of Digital Literacy Tools in Public Primary Schools in Nakuru North Sub-County

Abstract

The rapid integration of technology into the education sector has necessitated a paradigm shift in teaching methodologies, with digital literacy emerging as a crucial skill for both educators and students. In public primary schools, the successful adoption of these tools is heavily dependent on effective leadership and professional support. This study therefore examined how head teachers' coordination of professional development affects teachers' implementation of digital literacy tools in public primary schools in Nakuru North Sub-County. Transformational Leadership Theory was adopted for the study. The study adopted a convergent parallel mixed method design. The target population consisted of 44 schools, 44 head teachers, 350 teachers and 3654 students. Probability and Non-probability sampling techniques were used to select a sample size of 20 head teachers, 114 teachers and 322 students. The study used questionnaires, focus group discussion guide and in-depth interview guide to collect data. Validity of the Instrument was ensured through expert review and reliability was tested using Cronbach’s Alpha. Descriptive statistics were used to analyse quantitative data while qualitative data was categorized and interpreted in narrative form and direct quotes. The findings revealed that the coordination of professional development played a key role in ensuring the implementation of digital literacy tools in schools. Further, majority of teachers perceive their head teachers as proactive in organizing regular ICT training workshops, online learning opportunities, and peer-to-peer sessions. These initiatives were found to have a significant positive impact on teachers' digital literacy skills, confidence and their ability to integrate technology into classroom instruction. However, the study also revealed significant challenges, such as limited funding for acquiring and maintaining devices, inconsistent internet connectivity, and a lack of adequate training for both teachers and students on how to use ICT tools effectively. The study recommends that the government through the ministry of education should ensure that schools are equipped with a long-term digital strategy, including creating specialized roles for IT support staff to ensure sustainable and efficient ICT integration in education. The head teachers should also prioritize regular professional development programs focused on digital literacy to equip teachers with the necessary skills and knowledge.