Authors : Carolie D. Lucas; Eugene Lyamtane; Dr. Victorini Salema

Volume/Issue : Volume 11 - 2026, Issue 9 - September

Google Scholar : https://tinyurl.com/27c8yr9y

DOI : https://doi.org/10.38124/ijisrt/26sep1383

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the extent to which heads of schools ensure professional development for teachers in integration of digital technologies into teaching in public secondary schools in Moshi Municipality, guided by UTAUT Theory. The study used a convergent mixed-methods design to collect and integrate quantitative and qualitative data. The study employed a convergent design under a mixedmethods research approach. The target population was 718 individuals. A sample of 147 respondents was selected through stratified random and purposive sampling, comprising 137 teachers and 5 Heads of Schools from five schools. Instruments were validated by 3 research experts from the Department of Education Planning and Administration at Mwenge Catholic University. The study collected quantitative data using questionnaires and qualitative data through an interview guide and an observation guide. Data collection instruments were pilot-tested in one public school. Reliability for Likert-type items was ensured using Cronbach's Alpha coefficient, whereby alpha of 0.923 was obtained from questionnaires for teachers. The trustworthiness of qualitative data collection instruments was ensured through peer debriefing and triangulation techniques. Quantitative data were analyzed using descriptive statistics (frequencies, percentages, and means) via SPSS Version 27, while qualitative data were analysed thematically. Ethical guidelines were observed through informed consent, anonymity and confidentiality. The study finding show that Heads of Schools play an important role in ensuring professional development for teachers in the integration of digital technologies into teaching. However, available training focuses mainly on basic computer literacy rather than pedagogical integration; inadequate subject-specific professional development, and digital technology programs are not included in school development plans or annual calendars, make it difficult to allocate resources and monitor teachers’ progress. The study concluded that the availability of digital resources alone does not ensure sustained pedagogical utilisation. Consequently, effective digital technology integration requires not only strong school leadership but also sustainable and diversified mechanisms for teachers' professional development, mobilising financial, infrastructural to ensure teachers' technical support. The study recommends strengthening practical teacher training, providing digital resources, integrating ICT into classroom supervision, and involving teachers in technology-related decisions.

Keywords : Heads of Schools; Leadership Practices; Digital Technologies; Teaching.

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