Zimbabwean teachers were positive about technology but faced support limits

What the study found: Teachers in the selected Zimbabwean secondary schools generally had positive attitudes toward technology use in lesson delivery and moderate ICT competence, meaning they had some information and communication technology skills. They also recognized technology’s benefits for student engagement and performance.

Why the authors say this matters: The authors conclude that teacher readiness, institutional support, and infrastructure affect ICT integration, and they recommend continuous training, improved resources, and supportive policies for sustainable ICT-driven education.

What the researchers tested: The study examined teachers’ preparedness, attitudes, and the perceived impact of technology use in lesson delivery. Guided by the Technology Acceptance Model and the Technological Pedagogical Content Knowledge framework, it used quantitative data from 59 teachers and analysed the data with SPSS version 30.

What worked and what didn't: Positive attitudes and moderate ICT competence were reported, and teachers recognized technology’s benefits for student engagement and performance. However, inadequate infrastructure and limited support constrained effective use.

What to keep in mind: The abstract does not describe detailed limitations beyond noting the study was conducted in selected Zimbabwean secondary schools with 59 teachers. It also does not provide specific measures or effect sizes.

Key points

• Teachers generally had positive attitudes toward using technology in lessons.
• Teachers showed moderate ICT competence.
• Technology was seen as beneficial for student engagement and performance.
• Inadequate infrastructure and limited support constrained effective use.
• The authors recommend continuous training, improved resources, and supportive policies.