Abstract—The purpose of the study was to describe gender and performance expectancy of agriculture teachers towards
ICT integration in teaching secondary school agriculture in
Swaziland. The study was a descriptive correlational study
employing quantitative approach in data collection. A census of
314 agriculture teachers was a target population for the study
and 284 responded to the questionnaires that were used to
collect data. Descriptive statistics and correlations were used to
analyse data. Findings revealed a negligible to low positive
association between gender and performance expectancy of
agriculture teachers towards ICT integration in teaching
secondary school agriculture. There was no significant
difference between male and female agriculture teachers in
their performance expectancy towards ICT integration in
teaching. The ICT integration competency possessed by
agriculture teachers has contributed to positive perception and
usefulness in job performance. It was recommended that
teacher education institutions should be informed to include
ICT integration in teaching as a major component of
instructional delivery strategy so that both male and female
teachers are competent when they graduate.
Index Terms—Gender, ICT integration and performance expectancy.
Mzomba Neslson Dludlu is with Ngwane Teachers Training College, Swaziland (e-mail: firstname.lastname@example.org).
Nomsa Mndzebele is with the Business Administration Department, Faculty of Commerce, University of Swaziland, Swaziland (e-mail: email@example.com).
Cite: Mzomba Nelson Dludlu and Nomsa Mndzebele, "Gender and Performance Expectancy of Agriculture Teachers towards ICT Integration in Swaziland," International Journal of Information and Education Technology vol. 8, no. 6, pp. 462-464, 2018.