International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Usability of Digital Resources and Academic Staff Performance in Early Childhood Teacher Education: A Correlational Study at Kyambogo University

Author(s) Dr. Rukia Nakintu, Dr. David Kakeeto
Country Uganda
Abstract This study examined the relationship between usability of digital resources and job performance of academic staff in Early Childhood Teacher Education at Kyambogo University, Uganda. While digital technologies are increasingly recognised as transformative in higher education, limited empirical evidence exists regarding their actual usability and performance implications for early childhood teacher educators in the Ugandan context. This study provides the first correlational evidence linking digital usability to job performance in this under-researched population. Using a correlational survey design with 100 academic staff respondents , the study found a strong positive correlation between digital resource usability and staff performance (r = 0.624, p < 0.001) . Findings indicate that staff who effectively utilise word processing, spreadsheets, video conferencing, and internet resources demonstrate significantly higher performance in teaching, research supervision, and assessment. However, challenges including inadequate infrastructure, limited online instruction usage (92.0% non-use) , and absence of continuous professional development persist. The study concludes that usability of digital resources is a significant predictor of job performance among early childhood teacher educators. The paper recommends strategic investment in digital infrastructure, structured training programmes, and policy frameworks to enhance technology integration in early childhood teacher education.
Keywords Digital resources, usability, job performance, early childhood teacher education, Technology Acceptance Model
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-23
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.79181
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E-ISSN 2582-2160
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