Abstract

This study examines the role of psychological readiness of teachers on the integration of digital technologies for teaching in primary schools in Uganda. Using a cross-sectional quantitative research design, the study adopted a structured quantitative questionnaire which was administered to primary school teachers comprising of a sample of 335 respondents selected in Wakiso district as the geographical scope of the study. Using correlation and regression analysis methods, the findings revealed a significant positive association and significant predictive potential of psychological readiness on integration of digital technologies for teaching in primary schools in Uganda. It is therefore imperative that the psychological environment of the teachers is improved by ensuring that they are psychologically prepared to use digital technologies. Secondly by ensuring their perceived suitability of digital technologies on their teaching. Therefore, fostering psychological support for the teachers will bring about effective digital technology integration in teaching. This study contributes to existing literature by providing evidence on how teachers can be psychologically prepared to integrate digital technologies for teaching in the classroom particularly in primary schools in Uganda. For practice, there is need for policy implementers such as ministry of education and sports through the district education officers to provide psychological support to primary school teachers in order to improve their perceived suitability of digital technologies and their psychological readiness to use digital technologies for teaching.