25 International Journal of Educational Technology and Learning ISSN: 2523-0581 Vol. 8, No. 1, pp. 25-37, 2020 DOI: 10.20448/2003.81.25.37 Teachers’ Perception of Factors Affecting Integration of Information and Communication Technology for Instructional Purposes in Secondary Schools in Kenya Philip K Mwei Moi University, Department of Curriculum, Instruction and Educational Media, Kenya. Abstract This research determined the perception of secondary school teachers on the effect of teacher-related factors on the integration of information and communication technology (ICT) for instructional purposes. The study was conducted in 40 secondary schools of the North Rift Valley region of Kenya that had computers. Likert-type scale for each technology acceptance variable (Computer self-efficacy, teacher efficacy, attitude towards computer, Social influence, and Constructivist beliefs) was developed/ adopted for the study. These scales were established to have adequate reliability through a pilot study. Usable data from 400 respondents was collected and used to test the hypotheses. T-test, ANOVA and Fisher’s LSD post hoc analyses were conducted on the data collected using SPSS version 20.0. The results show that voluntariness and computer experience were the two main variables that determined teachers’ perception of factors affecting the integration of Information and Communication Technology for instructional purposes. On the other hand, subject specialization, gender and teaching experience had marginal or no significant influence on teachers’ perception of factors affecting the integration of Information and Communication Technology for instructional purposes. Therefore, it should be understood that a number of factors interact to produce a significant effect on ICT integration in pedagogy. Keywords: Teachers Self-efficacy Attitude towards computer Social influence Constructivist beliefs Secondary school ICT integration. Licensed: This work is licensed under a Creative Commons Attribution 4.0 License. Publisher: Scientific Publishing Institute Accepted: 7 April 2020 Published: 27 April 2020 Funding: This study received no specific financial support. Competing Interests: The author declares that there are no conflicts of interests regarding the publication of this paper. 1. Introduction Teachers’ ICT capabilities and disposition are vital in the process of ICT integration as acknowledged by a variety of countries and organizations both international and local (Markauskaite, 2007). This implies that teachers (play) are an essential component in the integration of ICTs in all levels of education as agents and catalysts of curriculum change and the instructional process (see also (Afshari, Bakar, Luan, Samah, & Fooi, 2009; Gulbahar & Guven, 2008; Omoniyi & Quadri, 2013)). Although most of these endeavors have not equally emphasized on the role of the teacher in the instructional process (e.g., for planning, delivery, evaluation and reporting) with the help of ICTs, other extant studies indicate a number of teacher-related factors being possible reasons for use of computers in pedagogy. Some of these teacher-related factors are gender, age, teacher experience with computers, teacher self-efficacy, attitudes towards computers, pedagogical beliefs and perceived social influence (Al-Ruz & Khasawneh, 2011; Chen & Reimer, 2009; Kurgat, 2011; Rastogi & Malhotra, 2013; Sang., Valcke, Van Braak, & Tondeur, 2010). However, these studies revealed inconsistent relationship between these teacher-related variables and