International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue I, January 2021|ISSN 2454-6186 www.rsisinternational.org Page 115 Teacher Related Factors Influencing Integration of Information and Communication Technology in Public Secondary Schools in Narok North Sub- County, Kenya Langat Wesley Kipkorir 1 , Anastasia Gakuru 2 , Prof. Lewis Ngesu 2 * 1 MeD-Student University of Nairobi 2 Lecturer University of Nairobi *Corresponding author Abstract: The purpose of this study was to examine the influence of teacher related factors on integration of Information and Communication Technology (ICT) in public secondary schools in Narok North Sub-County. The study sought to establish how teachers’ training on ICT, age, and gender influence integration of ICT in public secondary schools. The study employed Everett Rogers’ diffusion of innovation theory. A descriptive survey method was utilized in this research. The target population comprised of 20 public secondary schools in Narok North Sub County. The research targeted one Sub-County Quality Assurance Officer, 20 principals and 174 teachers. Therefore, out of the 20 principals a sample equivalent to 30% or 6 principals were selected randomly. Out of a target population of 174 teachers, 52 teachers which forms 30% of the population was randomly selected. Questionnaires were administered to the teachers while interviews were conducted on the principals and the Sub County Quality Assurance and Standards officer (SCQASO). The findings established that there was a significant correlation between training and technology literacy, knowledge deepening and knowledge creation. The level of training affects ICT integration in secondary schools. Based on the study findings it can be concluded that the gender of teachers influences technology literacy but it does not influence knowledge deepening and knowledge creation among teachers in public secondary schools. The age of teachers influences ICT use which relates to technology literacy and also influence knowledge deepening and knowledge creation among teachers. The level of ICT training influences positively technology literacy, training and knowledge deepening and training and knowledge creation in ICT integration for teaching and learning. The study recommends that the Ministry of Education should monitor and support teacher training programmes in integration of ICT in secondary schools in Kenya. Keywords: Teacher related factors, integration, Information Communication and Technology I. INTRODUCTION odern cultures are progressively dependent on information and knowledge with digital information and communication technologies as main drivers (UNECO, 2017). This requires men and women who have Information and Communication Technology (ICT) abilities to deal with data, are imaginative and capable at critical thinking so as to enhance learning. Accordingly, one of the fundamental prerequisites for education in the twenty first century is ways of getting students ready for cooperation in an information based economy (UNESCO Report, 2017). As from 2005, the interest for the integration of ICT in the educational programs has turned into a worldwide concern and of incredible significance towards accomplishment of the Education for All (EFA). As indicated by Miles and Singal (2010), ICT represents a wide range of kinds of electronic frameworks which incorporate LCD projectors, iPods, digital schools, Smart-sheets, fax machines, scanners, printers, advanced/camcorders, TV, radio, PDAs, DVDS, landlines, number crunchers and arrange and different PC programming, video conferencing, texting, web journals and email. At a global level, ICT incorporation in teaching in Europe is organized as a crucial method for instructive development and information change over the educational programs (UNESCO, 2011). In India, data and correspondence advancements have empowered the union of a wide exhibit of innovation. At regional level, the Continental Education Strategy for Africa (CESA 16-25) emphasizes the need for ICT to develop access, quality and management. According to Hennessy & Wamakote, (2010), the overall strategy aspires to make another African resident that will identity a viable change agent for the continent's sustainable development as foreseen by the 2063 Agenda. According to the report of the Southern Africa Regional Meeting on ICT in education, infrastructure provision to schools and institutions and capacity building for ICT integration are areas that Governments are focusing on. In Namibia, the Ministry of Education has embarked on to verify the computer skills of students and teachers in schools in Namibia, over the next 5 years (2017-2021) on adoption of International Computer Driving License (ICDL) certification program. In South Africa, it is a policy requirement to provide every teacher, manager and administrator with the skills, knowledge, and backing they require assimilating ICT in the teaching/learning of students, and a draft Development M