Assessing ICT Integration in Ghanaian Primary Schools: Contextual Factors that Shape Practice in Developing Nations

This research explores the extent of ICT integration in resource-limited elementary schools in Ghana and examines the contextual factors that influence its implementation. The study employed a convergent mixed-methods case study approach to gather both quantitative and qualitative data from 335 instructors through open-ended questions and structured questionnaires, complemented by in-depth interviews with ten teachers and education officials. The results suggest that, despite a high perceived utility (M = 4.45), ICT utilisation and teacher confidence remain relatively low (M = 1.28; M = 1.21). Problems such as inadequate infrastructure, limited opportunities for professional growth, and insufficient institutional support are the primary causes of this discrepancy. Qualitative findings also emphasise insufficient institutional support, inadequate professional development structures, and resource constraints as prominent obstacles. The study contributes to the existing corpus of knowledge and highlights important implications for policy reform, context-specific teacher training, and the advancement of school-based leadership by providing foundational empirical data at the primary education level. The findings expand the TPACK and Technology Acceptance Model (TAM) frameworks to low-resource settings, providing specific policy recommendations for infrastructure development, context-specific in-service training, and school-based leadership.