The integration of e-learning on teachers’ professional development : Case of GTTC Mbalmayo, Centre region.

Abstract

In order for teachers to improve professional development, e-learning is a very important key. Most schools globally are struggling to enhance teachers’ professional development. The main hypothesis of this study says that the integration of e-learning influences teachers’ professional development in GTTC of Mbalmayo. E-learning is operationalized to digital classroom, ICT in education, the use of internet and ICT infrastructure. In this study, The Constructivism Theory and Facilitation Theory were applied across the whole research. The study adopted the descriptive research design. The population of the study was 152 teachers in GTTC of Mbalmayo. Both primary and secondary data were used in making factual decisions. The questionnaire was used to collect the Primary data. Data analysis was done using the SPSS Version 22. Data was analyzed by using descriptive statistical methods like the mean, averages and percentages. Data was presented using tables. ICT Infrastructure has the highest influence on teachers’ professional development as represented by 0.488, followed by digital classroom as represented by 0.418, followed by the use of the internet as represented by 0.265 and ICT in Education as represented by 0.194. All the four variables were noted to have a positive influence on teachers’ professional development in GTTC of Mbalmayo. Digital classroom, ICT in education, the use of internet and ICT infrastructure positively impact teachers’ professional development.