Challenges to Effective Technology Integration in School Management: Empirical Evidence from Teachers in the Nyohini Educational Circuit, Tamale Metropolis, Ghana

This study explored the challenges that teachers encounter when integrating technology into their management practices. The study was grounded in a positivist paradigm and informed by the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. A cross-sectional design and a quantitative approach were employed. The study population comprised 134 teachers from the Nyohini Educational Circuit in the Northern Region of Ghana. A closed-ended questionnaire was developed for data collection and piloted using 15% of the teachers. The piloted data yielded an acceptable alpha coefficient of .808. Data were collected from 114 teachers and analysed using descriptive statistics (mean and standard deviation). The study revealed that limited training on the effective use of technology in school management is the most common challenge teachers face. The study also revealed other challenges, such as unreliable technology infrastructure (e.g., internet connectivity, hardware) and the costs of accessing technology or resources, which hinder teachers’ ability to plan and implement effective technology integration. The least challenging factor identified is the limited time available for planning the use of technology in management functions. The study concluded that inadequate training opportunities, together with unreliable technology infrastructure, remain a critical challenge to the effective integration of technology in schools; hence, there is a need for professional development programs to improve teachers’ confidence and skills in the use of educational technologies. The study suggested, among other recommendations, that schools implement training programs to provide teachers with the skills necessary for effective technology integration.