Influence of Teachers’ ICT Self-Efficacy on ICT Integration in Geography Instruction in Selected Kenyan National and Extra County Secondary Schools

This study examined the effects of teachers' self-efficacy towards technology on ICT integration in geography instruction in selected Kenyan National and Extra County secondary schools.Using cross-sectional descriptive research design grounded in the Technology Acceptance Model (TAM), the research involved 190 geography teachers from 106 schools in Kenya's North Rift region.Data were collected through structured questionnaires and semi-structured interviews.Quantitative data were analyzed using descriptive statistics and multiple linear regressions, while qualitative data underwent thematic analysis.The findings demonstrated notably high levels of self-efficacy, with the highest means recorded for confidence in integrating technology (M=4.60,SD=0.624) and ability to organize technology-based activities (M=4.54,SD=0.596).However, teachers showed relatively lower confidence in troubleshooting technical issues (M=4.09,SD=0.919), suggesting a potential area for professional development while correlation analysis revealed a strong positive relationship between teachers' ICT self-efficacy and ICT integration (r 2 = 0.501,p < 0.01) correlation coefficient suggests that teachers' confidence in their ability to use technology explains approximately 50% of the variance in their ICT integration practices, as indicated by the coefficient of determination (r² = 0.501).The regression analysis also provided strong evidence of ICT self-efficacy's influence, emerging as the most powerful predictor of technology integration (β=0.571,t=8.227, p