Principals’ Perception of ICT Integration in Private Schools of Dharan: A Narrative Inquiry

Abstract

Information and Communication Technology (ICT) is one of the most essential tools in the modern educational context. Its use varies according to the availability, affordability, and the nature and needs of an organization. However, several barriers are being faced by such institutions and their leaders for the effective use of ICT so as to make technology an integral part of the school curriculum. Principals' perceptions of ICT integration, their ICT strategies, and experiences in integrating ICT in their schools can provide important insights into ICT integration. This study has explored and interpreted the narratives of five private secondary-level school principals from the Dharan sub-metropolitan city, examining their perceptions of ICT strategies and experiences with ICT integration and its instructional use, based on data collected through personal in-depth interviews. It has highlighted the participants’ personal experiences, understanding, and ICT skills, as well as the challenges and opportunities in integrating ICT in their schools in Dharan. Using a qualitative narrative approach following the SAMR framework, TAM, UNESCO’s ICT Model, and TPACK model, the findings revealed that all the principals have a very positive attitude toward ICT and appreciate the value of ICT in improving pedagogy, student engagement, and learning. However, they have been facing significant challenges in ICT use, including limited access to digital tools, a lack of training, and leadership and ICT infrastructure issues, such as unstable internet connections. Ultimately, this study highlights the necessity for enhanced support systems for private school principals in Dharan to effectively utilize ICT. Effective and practical ICT strategies, supported by investable initiatives, continuous professional development, adequate resources, and skill-based teacher training and workshops, are crucial to ensuring that private schools in this area integrate ICT effectively. Furthermore, school-level and policy-level efforts must work in tandem to address the gaps in ICT infrastructure and training, thereby facilitating effective ICT integration and transforming the teaching-learning experience in private schools.