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Vol (2), Issue (1), Feb-April 2025 ISSN: 3048-7951
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Attitude Of Secondary School Teachers Towards Information And Communication
Technology (ICT).
Zhokedu Zhotso
1
& Dr. Pradipta Kumar Pattnaik
2
Review: 01/06/2025 Acceptance: 11/06/2025 Publication: 16/06/2025
ABSTRACT
The purpose of the study was to find the attitude of secondary school teachers towards Information and
Communication Technology in relation to gender, locality, and type of management. The population for the study
consisted of all the secondary school teachers in Kohima district under Nagaland state. The total sample of the
study consisted of 102 Secondary School Teachers. A standardized tool, the Attitude Scale towards Information
Technology for Teachers (ASTITT-NI) by Nasrin and Islahi was used for data collection. Statistical Techniques
such as Mean, SD, and t-test were computed to analyze the data. The findings indicated no significant difference
in the gender, location, and type of management among Kohima District secondary school teachers. Most
secondary school teachers have a good attitude towards Information and Communication Technology. Correct
orientation, training, and ICT competence to use ICT more efficiently was recommended in the study.
KEYWORD: Attitude, Information and Communication Technology (ICT), Secondary School Teachers.
__________________________________________________________________________________________
INTRODUCTION
Technology has been essential in enhancing teaching and learning in light of the worldwide changes in
education. Information and communication technology (ICT) in education is believed to support educational
equity because of its ability to motivate students. It enhances learning outcomes and serves a critical role in
education. Therefore, ICT must be employed as a creative tool in education. ICT can be used in educational
institutions to provide highly competent and high-quality instructional programs. The entire educational system
has changed due to ICT (Ahmad, 2014).
ICT has made communication easier and more effective than ever before. It has improved the teachers'
magnificence, competence, and effectiveness in communicating more readily, vividly, and effectively. During the
last decade, how people communicate and conduct business has changed (UNESCO, 2002, as cited in Ahmad,
2014).
The research investigated the perspective of secondary school educators concerning ICT. The primary aim of the
research was to examine teachers perspectives on the use of ICT in the educational process, as well as these
perspectives vary based on background variables such as gender, location and management type. The result of
the study will direct the stakeholders and educational institutions to pursue ICT integration in the future with the
1
Research Scholar, Department of Teacher Education, Nagaland University, Kohima Campus, Meriema,
Email: zhokeduzhotso@gmail.com, Contact: 8732884958.
2
Professor, Department of Teacher Education, Nagaland University, Kohima Campus, Meriema,
Email:pkpattnaik@nagalanduniversity.ac.in, Contact: 8570976460
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knowledge of its benefits. The teachers will realize the importance and advantages of ICT in the teaching-
learning process. It is also vital to know the teachers' perception of how ICT benefited them, the teaching-
learning process, and the students. So the research aims to explore the perspectives of secondary school teachers
regarding ICT in Kohima district in Nagaland.
OPERATIONAL DEFINITION:secondary school teachers: teachers teaching classes 9 and 10.
Attitude towards ICT: A feeling or opinion of someone to something. In the study, it means the tendency of
secondary school teachers to respond positively or negatively towards using ICT in the learning process.
Information and Communication Technology (ICT): ICT refers to a vast array of computer hardware,
software, and telecommunications systems that are helpful for gathering, storing, retrieving, processing,
analyzing, and transmitting data
REVIEW OF RELATED LITERATURE
The teachers showed positive attitudes towards ICT in education (Alzaidiveen, 2010; Krishnakumar et al., 2016;
Goswami, 2021). Regarding ICT, attitudes of male and female instructors, as well as science and art teachers'
training of college teachers, differ significantly. It has also been discovered that the growth of educational
institutions would greatly benefit from an understanding of ICT (Singh, 2012; Mansuri, 2017; Gupta et al.,
2017).
The instructors frequently utilized computers to create lesson plans, update their subject matter expertise and
teaching techniques, create extra teaching materials, access pertinent information online, and create question
banks (Bhalla, 2013). Teachers and principals of secondary schools have a good outlook on ICT. (Ahmad, 2014).
Computers are learned as a subject to equip students with learning skills in working with computers. Teachers of
various subjects also used computers to teach different parts of their syllabus. A more systematic approach to
teacher training is recommended to equip teachers with the necessary skills to integrate computers effectively
(Temsurenla, 2016). Teacher educators have concern while utilizing ICT tools and gadgets during the teaching-
learning process due to a lack of technical assistance and training from government agencies and the
administration of the teacher training colleges (Beri et al., 2019). The issues and concerns surrounding teachers'
use of ICT tools include a lack of modern technological infrastructure, a strict schedule and curriculum, low
technical support, ineffective training, a rigid schedule and curriculum, a lack of contemporary methods of
evaluation, diploma-oriented education, and a lack of competencies and motivation on the part of teachers when
using ICT (Kuar, 2019). Teachers are responsive to the fact that ICT is a vital tool to support the consideration of
the students (Govindarajan et al., 2020). The younger the teacher is, the more positive the teacher’s attitude
toward ICT is (Shaqatha, 2021).
OBJECTIVE OF THE STUDY
1. To study the attitudes of secondary school teachers towards ICT.
2. To study the attitude of secondary school teachers towards using ICT in education on various dimensions
with respect to gender, locality, and type of management.
3. To study the attitude of male and female secondary school teachers towards using ICT in education.
4. To study the attitude of urban and rural secondary school teachers towards using ICT in education.
AD EDUXIAN JOURNAL
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5. To study the attitude of private and government secondary school teachers towards using ICT in
education.
HYPOTHESES
1. There is no significant difference in the attitude of secondary teachers towards using ICT in education on
different dimensions concerning gender, locality, and type of management.
2. There exists no significant difference between the attitudes of female and male secondary school teachers
towards using ICT in education.
3. There exists no significant difference between the attitude of urban and rural secondary school teachers
towards using ICT in education.
4. There exists no significant difference between the attitude of private and government secondary school
teachers towards using ICT in education.
METHOD AND PROCEDURE
A descriptive survey method was used for the study.
Population of the Study
The population for the present study consisted of all the secondary school teachers of Kohima district under
Nagaland State. The number of secondary schools in Kohima comprised 102.
Sampling technique and sample
The study's sample was chosen using the simple random sampling technique. The study's participants included
102 secondary school teachers.
Tools
Data was gathered using a standardized instrument called the Attitude Scale towards Information Technology for
Teachers (ASTITT-NI), developed by Nasrin and Islahi.
Statistical Technique
The data were analysed using the mean, standard deviation and a t-test.
ANALYSIS AND INTERPRETATION
Objective 1: To study the attitude of secondary school teachers towards using ICT.
Table 1: Levels of attitude of Secondary School Teachers’ towards ICT
Sl.no
No. of
respondents
percentage
Raw score range
z-score range
grade
1.
1
0.98%
143 & more
+2.01 and above
A
2.
3
2.94%
126 to 142
+1.26 to +2.00
B
3.
49
48.03%
109 to 125
+0.51 to +1.25
C
4.
47
46.07%
85 to 108
-0.50 to +0.50
D
5.
2
1.96%
68 to 84
-0.51 to -1.25
E
6.
102
100%
Interpretation of Table 1
The above table found that 49 secondary school teachers had positively favourable attitude towards ICT, 48.03
%. Thus, the majority of the secondary school teachers have favourable opinions for ICT.
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Objective2. To study the attitude of secondary school teachers on various dimensions concerning gender,
locality, and type of management.
Hypotheses 1:
a. Impact of IT
i. Gender Differentials on the Impact of ICT
Table 2.1
Impact of IT
Gender
N
Mean
S.D
Df
t-value
S/NS
Male
41
20.80
3.30
100
1.49
NS
Female
61
19.91
2.29
Interpretation: From the above table, it was concluded that the calculated t-value (1.49) was less than the table
value 1.96, taken at the 0.05 significance level for df 100. Mean scores show a minimal difference.
ii. Locality differentials on the Impact of ICT Table 2.2
Impact of IT
Locality
N
Mean
SD
Df
t-value
S/NS
Urban
57
20.17
2.85
100
0.41
Rural
45
20.4
2.64
Interpretation: From the above table, it was concluded that the calculated t-value (0.41) was less than the table
value 1.96, which was taken at a 0.05 significance level for df 100. The mean and SD scores show very little
difference.
iii. Management Differentials on the Impact of ICT Table 2.3
Impact of IT
Type of
management
N
Mean
SD
Df
t-value
S/NS
Government
46
20.93
2.35
100
2.28
private
56
19.73
2.95
Interpretation: From the above table, it was concluded that the calculated t-value (2.28) was greater than the table
value 1.96, taken at a 0.05 significance level for df 100. The mean and SD scores show very little difference.
b. Usefulness for students
i. Gender differentials on usefulness for students Table 3.1
Variable
Gender
N
Mean
SD
Df
t-value
S/NS
Usefulness for students
Male
41
26.80
3.45
100
1.85
Female
61
25.67
2.24
Interpretation: From the above table, it was concluded that the calculated t-value (1.49) was less than the above
table value 1.96, taken at the 0.05 level of significance for df 100, as shown in the above table. Mean has a
minimal difference.
ii. Locality differentials on usefulness for students Table 3.2
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Variable
Locality
N
Mean
SD
Df
t-value
S/NS
Usefulness for students
Urban
57
26.35
2.66
100
0.88
Rural
45
25.84
3.03
Interpretation: From the above table, it was concluded that the calculated t-value (0.88) was less than the table
value 1.96, taken at 0.05 level of significance for df 100. The mean score shows very little difference.
iii. Management differentials on usefulness for students Table 3.3
Variable
Type of Management
N
Mean
SD
Df
t-value
S/NS
Usefulness for students
Government
46
26.04
2.46
100
0.27
Private
56
26.19
3.11
Interpretation: From the above table, it is concluded that the calculated t-value (0.27) was less than the table
value 1.96 taken at 0.05 level of significance for df 100. The mean score shows very little difference.
c. Productivity for teaching
i. Gender differentials on productivity for teaching
Table 4.1
Variable
Gender
N
Mean
SD
Df
t-value
S/NS
Productivity for teaching
Male
41
26.85
4.04
100
0.43
Female
61
26.54
2.63
Interpretation: From the above table, it was concluded that the calculated t-value (0.43) was less than the table
value 1.96, taken at 0.05 level of significance for df 100. The mean score shows very little difference.
ii. Locality differentials on productivity for teaching
Table 4.2
Variable
Locality
N
Mean
SD
Df
t-value
S/NS
Productivity for teaching
Urban
57
27.19
3.03
100
1.83
Rural
45
26
3.44
Interpretation: From the above table, it was concluded that the calculated t-value (1.83) was less than the table
value 1.96, taken at 0.05 level of significance for df 100. The mean score shows very little difference.
iii. Management differentials on productivity for teaching
Table 4.3
Variable
Type of management
N
Mean
SD
Df
t-value
S/NS
Productivity for teaching
Government
46
25.97
3.08
100
1.97
Private
56
27.23
3.31
Interpretation: From the above table, it was concluded that the calculated t-value (1.97) was greater than the table
value 1.96, taken at 0.05 level of significance for df 100. The mean score shows very little difference.
d. Teacher’s interest and acceptance
i. Gender differentials on teacher’s interest and acceptance of IT
Table 5.1
Variable
Gender
N
Mean
SD
Df
t-value
S/NS
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Teacher’s interest and
acceptance
Male
41
33.02
4.14
100
2.40
Female
61
31.16
3.32
Interpretation: From the above table, it was concluded that the calculated t-value (2.40) was greater than the table
value 1.96, taken at 0.05 level of significance for df 100. The SD score and mean score of males and females
show very little difference.
ii. Locality differentials on Teachers’ interest and acceptance of IT
Table 5.2
Variable
Locality
N
Mean
SD
Df
t-value
S/NS
Teacher’s interest and
acceptance
Urban
57
32.64
3.74
100
2.75
Rural
45
30.97
3.63
Interpretation: From the above table, it was concluded that the calculated t-value (2.75) was greater than the table
value 1.96, taken at 0.05 level of significance for df 100. The SD score and mean score of urban and rural shows
very less difference.
iii. Management differentials on teacher’s interest and acceptance of IT
Table 5.3
Variable
N
Mean
SD
Df
t-value
S/NS
Teacher’s interest and
acceptance
46
31.15
3.86
100
1.85
56
32.53
3.60
Interpretation: From the above table, it was concluded that the calculated t-value (1.85) was less than the table
value 1.96, taken at 0.05 level of significance for df 100. The SD score and mean score of government and
private shows very little difference.
Objective3. Gender-wise comparison of the attitude of secondary school teachers towards the use of ICT
in education.
Hypothesis 2 Table 6
Variable
N
Mean
SD
t-value
S/NS
Male
41
111.243
13.249
1.91
NS
Female
61
106.754
8.588
From the above table, it was concluded that the calculated value, for the significant of the difference between the
means of male and female teachers is less than the table value for df=100 at 0.05 level of significance.
Objective 4: Locale-wise comparison of the attitude of secondary teachers toward the ICT
Hypothesis 3 Table 7
Variable
N
Mean
SD
t-value
S/NS
Urban
57
110.117
10.654
1.52
NS
Rural
45
106.711
10.984
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Interpretation From the above table, it was concluded that the calculated value, for the significance of the
difference between the means of rural and urban teachers was less than the table value for df=100 at 0.05 level of
significance.
Objective 5: Management-wise comparison of the attitude of secondary school teachers towards ICT.
Hypothesis 4
Table 8
Variable
N
Mean
SD
t-value
S/NS
Government
46
107.630
10.294
0.78
NS
Private
56
109.321
11.361
Interpretation From the above table, it was concluded that the calculated value, for the significance of the
difference between the means of government and private secondary school teachers was less than the table value
for df=100 at 0.05 level of significance.
FINDINGS
1. ICT is seen favourably by secondary school instructors.
2. There was no significant difference in the attitude of secondary school teachers towards the use of ICT in
education based on gender and locality with regard to the impact of IT.
3. A significant difference in the attitude of government and private secondary school teachers towards ICT
with regard to the impact of IT was found.
4. There was no significant difference in the attitude of secondary school teachers towards ICT based on
gender, locality, and type of management with regard to usefulness for students.
5. There was no significant difference in the attitude of secondary school teachers towards ICT based on
gender and locality with regard to productivity for teaching.
6. There was a significant difference between the attitude of government and private secondary school
teachers towards ICT with regard to productivity for teaching.
7. There was no significant difference in the attitude of secondary school teachers towards ICT based on the
type of management with regard to teacher's interest and acceptance.
8. A significant difference in the attitude of secondary school teachers towards ICT based on gender and
locality was found with regard to teacher's interest and acceptance.
9. There was no significant difference between the attitudes of secondary school teachers towards the use of
ICT in education with regard to gender, locality, and type of management.
PROMOTING POSITIVE ATTITUDE OF ICT
1. Teachers should be made aware of the potential benefits of ICT integration in education.
2. The school's infrastructure is another crucial component that influences instructors' attitudes toward ICT.
For this, the school must have a robust infrastructure as well as adequate ICT resources and materials.
3. Teachers should be encouraged to use ICT in classrooms and be provided with more opportunities to
enhance their ICT skills through short-term training courses.
4. Lack of technology culture' often prompts teachers to compromise with traditional methods of teaching.
Measures must be taken to restructure teacher education programs by giving importance to ICT.
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5. Technical assistance should be employed in the institutions for immediate service to tackle the
technology-related problems so that it does not hamper ICT usage in the classrooms.
CONCLUSION
Educational technology isn't just a good technique to deal with problems in the classroom. From being an
instructor, facilitator, coach, and designer of a learning setting, the job of a teacher has changed and continues to
change in the current era. If a teacher develops multiple competencies such as creativity, flexibility, logistic
skills, project work skills, administrative and organizational skills, and cooperating skills, he/she will effectively
incorporate ICTs into teaching. ICT allows for better preparation by providing high-quality teaching resources,
as well as simulators, recording, and feedback practice for teaching and micro-teaching.
The research concluded that most of the secondary school teachers have positive attitudes towards ICT. To use
ICT more effectively, they require training, orientation, and skills.
To sum up, the use of ICT fosters reflection and autonomy among learners, resulting in improved teaching and
learning processes as well as ongoing self-development. Secondary school administration should instill a good
attitude toward ICT and make required technological equipment available in schools in order for secondary
teachers to make greater use of ICT.
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