Teachers' Attitudes Toward the Integration of Ict in Teaching Junior Secondary School Students in Selected Schools in Ilesa, Osun State, Nigeria

This study assessed junior secondary school teachers’ attitudes toward the application of Information and Communication Technology (ICT) in selected schools in Ilesa, Osun State, Nigeria. Specifically, it examined teachers’ knowledge of ICT, their attitudes toward its use in teaching, the factors influencing these attitudes, and the challenges faced in ICT implementation. A cross-sectional descriptive design was adopted, involving 113 teachers from seven randomly selected secondary schools. Data were collected using a structured questionnaire and analyzed with SPSS version 23, employing descriptive and inferential statistics. Findings revealed that while teachers possessed foundational knowledge of ICT and recognized its benefits for enhancing teaching efficiency and student engagement, practical competencies were limited. Positive attitudes were evident; however, effective ICT adoption was constrained by inadequate resources, limited training, unstable power supply, technical issues, and insufficient administrative support. Factors such as access to reliable internet, training opportunities, peer collaboration, and manageable workloads significantly influenced teachers’ attitudes, whereas personal experience and interest in technology were less impactful. The study concluded that although teachers were willing to integrate ICT into teaching, structural and institutional barriers hindered its effective utilization. To enhance ICT adoption, the study recommends continuous professional development, improved infrastructure and technical support, formal curriculum integration of ICT, and supportive policies with incentives for teachers.