Teachers’ preparedness, attitudes, and perceived impact of  technology use in lesson delivery in selected Zimbabwean  schools

Muchakubvura, Dzidzai; Mbona1, Sizwe Vincent; Zunga3, Ledwing; Msosa4, Steven K.

dc.contributor.author	Muchakubvura, Dzidzai
dc.contributor.author	Mbona1, Sizwe Vincent
dc.contributor.author	Zunga3, Ledwing
dc.contributor.author	Msosa4, Steven K.
dc.date.accessioned	2026-07-21T09:18:07Z
dc.date.available	2026-07-21T09:18:07Z
dc.date.issued	2026-03-20
dc.identifier.citation	https://doi.org/10.1007/s10639-026-13982-6	en_US
dc.identifier.uri	http://localhost:8080/xmlui/handle/123456789/1440
dc.description.abstract	This study investigated teachers’ preparedness, attitudes, and the perceived impact of technology use in lesson delivery in selected Zimbabwean secondary schools. Guided by the Technology Acceptance Model (TAM) and the Technological Peda gogical Content Knowledge (TPCK) Framework, it examined how teacher readi ness, institutional support, and infrastructure affect ICT integration. Quantitative data from 59 teachers were analysed using SPSS version 30. Results indicated that teachers generally had positive attitudes and moderate ICT competence, rec ognising technology’s benefits for student engagement and performance. However, inadequate infrastructure and limited support constrained effective use. The study recommends continuous training, improved resources, and supportive policies for sustainable ICT-driven education. Keywords Technology integration · Teacher preparedness · ICT in education · Digital pedagogy · Zimbabwean secondary schools	en_US
dc.language.iso	en	en_US
dc.publisher	Springer Nature-Education and Information Technologies	en_US
dc.subject	TECHNOLOGY INTEGRATION	en_US
dc.subject	TEACHER PREPAREDNESS	en_US
dc.subject	ZIMBABWEAN SECONDARY SCHOOLS	en_US
dc.title	Teachers’ preparedness, attitudes, and perceived impact of technology use in lesson delivery in selected Zimbabwean schools	en_US
dc.type	Article	en_US