EXPLORING THE HEADMASTERS’ PERCEPTIONS REGARDING THE ICT INTEGRATION IN SECONDARY SCHOOLS OF UPPER SINDH, PAKISTAN

Abstract

This qualitative phenomenological study explores the lived experiences of how headmasters view ICT integration in Secondary Schools of Sukkur, Pakistan while examining their leadership responsibilities and obstacles they encounter. The study used an interpretivist paradigm to conduct semi-structured interviews with seven headmasters who were selected by using purposive sampling. Thematic analysis was used to interpret the data that revealed that headmasters maintained positive attitudes regarding ICT's ability to improve teaching methods and learning processes and school administrative functions. The headmasters' success in implementing ICT depended on their digital literacy level and their access to training and technical support and the availability of school infrastructure. The headmasters demonstrated two different approaches to ICT implementation because some actively used technology while others failed because of insufficient resources and limited autonomy. The research demonstrates how school leadership plays a vital part in ICT integration while showing the necessity of systemic backing and capacity development for meaningful ICT implementation in under-resourced public schools.