The role of visionary leadership, faculty development and infrastructure in technology integration : a case study of private secondary schools in the north west region of Cameroon

Abstract

The 2002 presidential decree on technology integration into Cameroonian schools has been poorly implemented because the decision was not guided by clear vision, policy or implementation plan. The twofold purpose of this research was to investigate the degree of readiness of private secondary schools in the North West Region for technology integration and to make recommendations for effective take-off of the innovation. Descriptive survey design was utilized in three purposively sampled schools to investigate the influence of vision and mission statements, professional development and infrastructure on technology integration. The population of 66 respondents comprised of 60 teachers, three principals, three Computer Science teachers. Sixty survey questionnaires about digital literacy skills, attitude, professional development and recommendations for effective technology integration were administered to 60 teachers with 100% return rate. Only 73.3% of the completely filled questionnaires were analyzed in the study. For triangulation, oral-interviews were conducted with principals and Computer Science teachers, content analysis of technology policy and walk-through observation of technology facilities. The findings indicated a comprehensive lack of readiness for technology integration. Participants proposed bottom-up recommendations for technology integration. Besides a host of other recommendations to private educational stakeholders and policy makers, the researcher proposed a five-stage model for effective take-off of technology integration in private secondary schools in Cameroon.