Digitalised Communication and the Management of Teacher Professionalism in Public Secondary Schools in Chiakariga Sub-County, Tharaka- Nithi County, Kenya.

Abstract

Systematic management of teacher professionalism is essential for enhancing the quality and effectiveness of educational institutions. With advances in technology, secondary schools are increasingly adopting digital communication technologies to support teacher professionalism and improve educational management. The current study examined the extent of utilisation of digitalised communication in the management of teacher professionalism in public secondary schools in Chiakariga sub-county, Kenya. Guided by the Diffusion of Innovations Theory, the study adopted a descriptive survey design. The target population comprised 1,252 participants, including 10 principals, 51 Heads of Departments (HoDs), 95 teachers, and 1,096 students. A sample of 295 participants was selected using Krejcie and Morgan's (1970) sampling table and appropriate sampling techniques, including purposive, stratified, and simple random. Data were collected using questionnaires administered to teachers, HoDs, and students, and interview schedules for principals. The research instruments were validated by educational research experts from Tharaka University, while a pilot study established their reliability, yielding a Cronbach's alpha coefficient of 0.815. Quantitative data were analysed using descriptive statistics, whereas qualitative data were analysed thematically. The findings revealed that the utilisation of digital communication technologies in the management of teacher professionalism was moderately high. The technologies were found to enhance continuous professional development, strengthen teachers' ethical conduct, and improve instructional effectiveness. The study recommended increased investment in digital infrastructure, continuous professional development in digital competencies, and supportive institutional and national policies to enhance the effective utilisation of digitalised communication technologies in schools. The findings provide empirical evidence that can inform educational policy and practice by supporting school leaders and policymakers in strengthening teacher professional development and instructional management through the effective integration of digital communication technologies.