Effects of Educational Technology Inclusion on Teachers’ English Language Proficiency in Government Lower Secondary Schools in Gasabo District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v15n06.013Keywords:
Educational Technology Inclusion, School Leadership, English Language Proficiency, Government Lower Secondary SchoolsAbstract
This study examined the effects of educational technology inclusion on teachers’ English language proficiency in government lower secondary schools in Gasabo District, Rwanda, with particular emphasis on analyzing the influence of school leadership in educational technology inclusion on teachers’ English language proficiency. A mixed-methods approach employing a descriptive research design was adopted. The study targeted 25,209 respondents comprising 24,000 students, 1,043 teachers, 83 Head Teachers, and 83 Deans of Studies from public lower secondary schools in Gasabo District. Using Slovin’s formula, a sample of 360 respondents was selected, including 270 students, 80 teachers, 5 Head Teachers, and 5 Deans of Studies. Data were collected through questionnaires and interview guides. Quantitative data were analyzed using descriptive statistics, Pearson Product-Moment Correlation, and regression analysis with SPSS version 26, while qualitative data were analyzed thematically. The findings revealed that school leadership in educational technology inclusion significantly influenced teachers’ English language proficiency. Correlation results indicated a strong positive relationship between school leadership in educational technology inclusion and teachers’ English language proficiency (r = .812, p < .01). Regression analysis further showed that educational technology leadership explained 65.9% of the variation in teachers’ English language proficiency (R² = .659). The regression model was statistically significant (F = 164.273, p < .001), and school leadership in educational technology inclusion emerged as a significant predictor of teachers’ English language proficiency (β = .812, p < .001). Qualitative findings further revealed that leadership support through provision of digital resources, professional development opportunities, technical guidance, and encouragement of technology use enhanced teachers’ speaking, listening, reading, writing, and confidence in using English. The study concludes that school leadership plays a critical role in maximizing the benefits of educational technology for language development and recommends strengthening leadership support, digital infrastructure, and continuous teacher training to improve teachers’ English language proficiency.
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