From Policy to Practice: Teachers’ Attitudes Toward Ict Integration in Ghanaian Basic Schools

Abstract This study investigated teachers’ attitudes toward the integration of Information and Communication Technology (ICT) in lesson delivery in basic schools in the Central Region of Ghana. Despite increasing global advocacy for ICT in education, the extent to which basic school teachers adopt and use ICT tools remains uneven. A quantitative research design was employed, using a structured questionnaire administered to 300 teachers selected through stratified random sampling. Data were analyzed with the Statistical Package for the Social Sciences (SPSS), and the reliability of the instrument was confirmed with Cronbach’s alpha values above 0.90 across all sections.The results revealed that teachers generally held positive attitudes toward ICT integration in teaching and learning, although their responses often reflected moderate neutrality. Further analysis showed that demographic and professional characteristics such as gender, age, teaching experience, and educational qualification did not significantly influence teachers’ attitudes toward ICT use. However, several barriers particularly inadequate infrastructure, limited access to ICT resources, and lack of continuous professional training were consistently identified as challenges to effective ICT integration.The findings underscore the need for ongoing professional development programs, equitable resource distribution, and policy interventions to address contextual challenges faced by teachers. Strengthening ICT capacity in basic schools is critical to enhancing teaching quality and improving learning outcomes in Ghana.