Teachers’ Readiness in the Use of ICT in Improving Teaching and Learning in the Democratic Republic of Congo

A Case Study of Marist Secondary Schools

Abstract

The study investigated teachers’ readiness to acquire and utilise ICT in improving teaching and learning in schools in the Democratic Republic of Congo (DRC). The study used survey research design and collected quantitative data from 49 teachers sampled using both simple random sampling and purposive sampling from a target population of 367 teachers in six Marist secondary schools located in three provinces of South Kivu, Tshopo and Kinshasa in DRC. Data was collected using a questionnaire, and analysed with SPSS to establish both descriptive and inferential findings. The findings revealed that the teachers had moderate skills in ICT and that there is need for training of teachers to support ICT implementation in secondary schools. The study also established that the respondents were ready to acquire personal laptops, and improve their knowledge and skills as teachers at personal cost. The study recommends that there is need for the Ministry of Education to formulate a policy as a foundation of ICT adoption. It also recommends that principals need to provide leadership in their own schools or collectively to enhance the use of ICT in teaching and learning in Marist schools and in the DRC in general.