ADS555_BESARI (4)

FACULTY OF ADMINISTRATIVE SCIENCE AND POLICY STUDIES
BACHELOR OF ADMINISTRATIVE SCIENCE (HONOR) AM228
ADS555: APPLIED RESEARCH PROJECT
Title of Proposal:
Knowledge, Skill and Attitude of

Information Communication Technology ( ICT)
Among School Administrative Staff In Kuala Muda Yan District.
PREPARED BY
BESARI BIN MD DAUD

2019867904
SUPERVISED BY:
ASC. PROF DR ZAHERAWATI BINTI ZAKARIA
CLASS:
KBASP9A
CLEARANCE FOR SUBMISSION OF THE RESEARCH PROPOSAL BY THE
SUPERVISOR
Name of Supervisor : Associate Prof Dr Zaharewati bt Zakaria

Title of Research Report : Knowledge, Skill and Attitude of
Information Communication Technology ( ICT)
Among School Administrative Staff In Kuala Muda Yan
District.
Name of student : Besari Bin Md Daud (2019867904)
I have revieresearcherd the final and complete research proposal and approve the submission
of this report for evaluation.
Declaration
I hereby declare that the work contained in this research proposal is my own except those
which have been duly identified and acknowledged. If I am later found to have plagiarized or
to have committed other forms of academic dishonesty, action can be taken against me under
the Academic Regulations of UiTM’s.
Signed
------------------------------------------
Name: Besari Bin Md Daud (20198676904)
Acknowledgement
I would like to thank ALLAH S.W.T without His blessings I will not be able to complete this
research successfully. Therefore, I would like to express my gratitude and appreciation to all
those who had given me the opportunity to complete this research.
First of all I would like to thanks our lecturer for this Research Methodology (ADS 511)
subjects, Associate Prof Dr.Zaherawati Bt Zakaria in guiding us through our way and
always there to help. She always advises and enlightens us when researcher seek for any
information, she always reminds and provides a guideline on methods and ways to complete
this proposal. Without her I don’t think I can make it in an exact formats accordingly. She
always there to correct my research from time to time to ensure my research was done
perfectly.
A part from that, I also would like to thank my mother and spouse who gave me an
encouragement, patience and understanding. They gave support and advice and was there
when my motivation down. They provide moral support while completing this research. And
last but not least, I would like to congratulate and thank all members in this group for not
giving up, for always give me a motivation and support to completed this within time frame.
All the hard work definitely pays off. Lastly would like to thank everyone who had involved
in this research either directly or indirectly. Without all those help, this research would not be
as it now.
Besari Bin Md Daud

Bachelor of Administrative Science (Honours)
Faculty of Administrative Science & Policy Studies Universiti Teknologi Mara, Kedah Bran
CONTENTS
CLEARANCE FOR SUBMISSION OF THE RESEARCH PROPOSAL BY THE SUPERVISOR i

Declaration ii
Acknowledgement iii
CONTENTS iv
CHAPTER 1 1
1.1 Introduction 1
1.2 Background of study 2
1.3 Problem Statement 4
1.4 Research Question 5
1.5 Research Objective. 5
1.6 Scope of Study 6
1.7 Significant of the Study 6
1.7.1 School Administrative Staff 6
1.7.2 Organizational Management 7
1.7.3 Public Sector Organizations 7
1.8 Definition of Terms 8
1.8.1 Information and Communication Technology (ICT) 8
1.8.2 Usage Perceptions 9
1.8.3 Knowledge 9
1.8.4 Skill 10
1.8.5 Attitude 10
1.9 Summaries 11
CHAPTER 2 12
2.1 Introduction 12
2.2 Development of ICT in Government Sector 12
2.3 Technology Acceptance Model (TAM) 14
2.5 Knowledge in ICT 16
2.5.1 Hardware 16
2.5.2 Software 17
2.5.3 Internet 18
2.6 Skills in ICT 19
2.6.1 Hardware 19
iv
2.6.2 Software 20
2.6.3 Internet 21
2.7 Attitude to practice in ICT 22
2.7.1 Interest using ICT 22
2.7.2 Commitment in Using ICT 23
2.7.3 Motivation in Using ICT: 23
2.8 Conceptual Framework 24
2.9 Hypothesis 25
2.10 Summaries 26
CHAPTER 3 28
3.1 Introduction 28
3.2 Research Design 28
3.3 Unit of Analysis 29
3.4 Sampling 29
3.4.1 Sample 30
3.4.2 Sample Frame 30
3.4.3 Sample Size 30
3.5 Sampling Technique 31
3.5.1 Purposive sampling 31
3.6 Instruments 31
3.7 Measurement 33
3.7.1 Nominal Scale 33
3.7.2 Ordinal Scale 33
3.7.3 Interval Scale 34
3.8 Pilot Study 42
3.9 Validity and Reliability 42
3.10 Data Collection 43
3.11 Data Analysis 44
3.11.1 Descriptive Statistics 44
3.11.2 Correlation 45
3.11 Summaries 46
CHAPTER 4 48
4.1 Introduction 48
4.2 Analysis of Findings 48
4.3 Descriptive Statistic 49
v
4.3.1 The perception of School Administrative Staff regarding the perception of Information
and Communication Technology (ICT) use based on knowledge. 50
and Communication Technology (ICT) use based on skills. 52
and Communication Technology (ICT) use based on attitude. 55
4.4 Pearson Correlation 57
4.5 Conclusion 59
CHAPTER 5 61
5.1 Introduction 61
5.2 Evaluation of Findings 61
5.2.1 To identify the perception of School Administrative Staff regarding the perception of
Information and Communication Technology (ICT) use based on knowledge. 61
Information and Communication Technology (ICT) use based on skills. 63
Information and Communication Technology (ICT) use based on attitude. 64
5.2.4 To Identify the relationship between attitude perception and knowledge perception
towards the use of Information and Communication Technology (ICT) of School Administrative
Staff. 65
5.3 Limitation 66
5.4 Future Research 67
5.5 Recommendation 68
5.6 Conclusion 70
References 71
vi
CHAPTER 1
INTRODUCTION
1.1 Introduction
The integration of Information and Communication Technology (ICT) in administrative

functions has become increasingly crucial globally, revolutionising how organizations operate
and manage their processes. ICT encompasses diverse digital tools, systems, and resources
designed to facilitate the seamless storage, retrieval, transmission, and manipulation of data,
ultimately enhancing organizational efficiency and effectiveness.
In the contemporary era, the deployment of ICT in administrative functions has been a
subject of extensive research and practical application. Noteworthy studies, such as that by
Akah et al. (2022), have underscored the challenges and opportunities associated with
implementing ICT in the context of the COVID-19 era. This research delves into a
quantitative assessment of resource availability and obstacles encountered, particularly in
public universities, emphasizing the crucial need to understand the resource landscape and
challenges for effective ICT utilization in administrative processes.
Similarly, the work of Sugebo and Sekhar (2020) investigates the current status,
challenges, and opportunities of e-government in Ethiopia, shedding light on impediments that
hinder the widespread adoption of ICT in administrative processes. This study emphasizes
addressing challenges such as connectivity, ICT adoption, and poresearcherr supply to unlock
the full potential of ICT in administrative functions.
Furthermore, the research conducted by Abosede (2020) delves into the diffusion of
innovation theory as a practical approach to expedite the adoption of ICT in the knowledge
1
society of the tresearchernty-first century. This research highlights the theoretical frameworks
underpinning the adoption and integration of ICT in organizational settings, offering valuable
insights into guiding effective utilization in administrative functions.
Therefore, this study will be conducted to discuss the perceptions of knowledge, skills,
and attitudes regarding the use of Information Communication Technology (ICT) among
School Administrative Staff in the Kuala Muda Yan District. The first chapter commences
with the background of the study, addressing issues and factors contributing to technology
use, such as the extent to which an individual believes that the use of technology can enhance
their work efficiency. Among the prevalent issues in school administration are low knowledge
and skills in ICT usage. The negative attitude towards using computer-based hardware and
systems is also considered a significant issue. Using equipment-based technology is an
anticipated benefit for computer users performing their tasks. This study aims to ascertain the
perceptions of School Administrative Staff regarding ICT, encompassing knowledge, skills,
and attitudes. The introductory chapter also outlines the scope of the study, conceptual
framework, and operational definitions to facilitate the management of this research.
1.2 Background of study
Within the context of organisational frameworks, incorporating information and

communication technology (ICT) plays a crucial part in enhancing overall efficiency and
production, particularly in this age of globalisation. According to Wu et al. (2015), the choice
to strategically embrace information and communication technology (ICT) aligns with the
capabilities and goals of an organisation. In this context, the governance mechanisms and
strategic alignment of ICT exhibit a profound impact on the performance of the said
organisation.
In addition, the comprehensive performance of organisations is inextricably connected

to the significant use of information and communication technology. According to
Heddeghem et al. (2014), information technology (IT), in particular Office Automation
Systems (OAS), provides a comprehensive ansresearcherr to the myriad of requirements that
contemporary organisations must fulfil. According to Jung et al. (2014), there is abundant
evidence that information and communication technology (ICT) favours staff productivity,
product manufacture, quality, and customer service.
2
Additionally, information and communication technology facilitates communication,
staff integration, and the smooth transmission of information across organisations, which
ultimately results in increased productivity and a healthy work-life balance for employees.
(Zhang et al., 2021) Research has shown that the widespread use of information and
communication technology (ICT) services, particularly those based on artificial intelligence,
may significantly boost productivity across various organisations.
When it comes to the effective deployment and use of information and communication
technology (ICT) tools for administrative purposes inside organisations, the perception of
skills possessed by support workers in ICT can have a significant impact. The research
conducted by Ghavifekr et al. (2013) highlights the critical role that information and
communication technology (ICT) literacy and competence play among school workers to
achieve efficient ICT integration into administrative and management procedures. The
capacity of school personnel and administrators to utilise information and communication
technology applications proficiently is essential for maximising the potential of information
and communication technology in educational institutions (Delina et al., 2021). These
applications can range from simple communication activities to more difficult responsibilities
such as programming.
In recent research, Tondeur et al., (2018), shed light on current shortcomings in

information and communication technology (ICT) expertise among administrative personnel.
These deficiencies demonstrate the unfavourable consequences of efforts to achieve successful
ICT integration. Consequently, this highlights the critical role that knowledge and skills in
information and communication technology (ICT) play among administrative personnel. A
lack of understanding of ICT can significantly impede the achievement of optimal integration
goals.
Moreover, research has shown that administrative staff members have inadequate
information and communication technology (ICT) abilities, which contributes to the adverse
effects that organisations experience (Ramafi, 2022). Inadequate information and
communication technology (ICT) skills among administrative staff might provide several
hurdles and difficulties in making effective use of technology (Ramafi, 2022). When it comes
to enhancing the efficiency of information and communication technology (ICT) utilisation
3
inside organisations, it is vital to pay complete attention to knowledge and skills and
aggressively develop ICT capabilities among administrative personnel.
The low perception of excitement and acceptance of the use of information and
communication technology (ICT) in Malaysia is a significant obstacle to achieving efficient
integration and utilisation of ICT for administrative and educational purposes. Specifically,
according to the findings of the research (Aheisibresearcher & Sprito, 2020), the majority of
administrative staff members do not have a grasp of how information and communication
technology (ICT) may help their day-to-day tasks, which include student administration, staff
administration, and general affairs.
Furthermore, according to Alazzam et al. (2012), one of the key obstacles to

successful ICT integration is the need for more knowledge and skills about information and
communications technology (ICT) among administrative staff. As a result, it is essential to
emphasise the development of skills and knowledge in information and communication
technology (ICT) among educational professionals to guarantee their capacity to incorporate
and make the most of technology. As a result, it is possible that strategic initiatives and the
alignment of professional development programmes would be necessary in order to address
these problems and improve the acceptability and utilisation of information and
communication technology in Malaysian schools.
1.3 Problem Statement
The integration of Information and Communication Technology (ICT) within organizational

structures is recognized as necessary for enhancing overall efficiency and productivity,
especially in the globalized context (Wu et al., 2015). Horesearcherver, current research
highlights several challenges hindering the effective utilization of ICT in administrative and
educational settings. Deficiencies in ICT knowledge and skills among administrative staff
pose a significant barrier, impacting successful ICT integration efforts (Tondeur et al., 2018).
This underscores the critical role of ICT literacy and competence among administrative staff
for efficient integration into administrative processes (Ghavifekr et al., 2013). Furthermore,
inadequacies in ICT skills among administrative staff contribute to organizational challenges,
emphasizing the need for comprehensive initiatives to enhance ICT capabilities (Graca et al.,
2021; Ramafi, 2022). The low enthusiasm and acceptance of ICT in Malaysia, particularly
4
among administrative staff, further exacerbate the obstacles to achieving efficient ICT
integration, as evidenced by studies highlighting a lack of understanding and skills among
administrative staff (Aheisibresearcher & Sprito, 2020; Alazzam et al., 2012). Addressing
these issues necessitates strategic interventions and the alignment of professional development
programs to improve ICT acceptance and utilization in Malaysian Organisations, especially in
Schools. Studies related to the integration of ICT researcherre conducted a few researchereks
ago, but there is still a moderate percentage of studies on the perception of knowledge, skills
and attitudes among the School Administrative Staff. Therefore, this study should be carried
out to see the perception of ICT usage among School Administrative Staff. From previous
studies, researcher also did not examine the relationship between attitude factors and
knowledge in the use of ICT among School Administrative Staff. Therefore, this study also
looked at the relationship between attitude factors and knowledge.
1.4 Research Question
The following research questions will develop a perception of knowledge, skills and attitudes
towards Information and Communication Technology (ICT) Among School Administrative
Staff in Kuala Muda Yan District:
1. What is the perception of School Administrative Staff regarding the perception of

Information and Communication Technology (ICT) use based on knowledge?
Information and Communication Technology (ICT) use based on skills?
Information and Communication Technology (ICT) use based on attitude?
4. What are the relationship between attitude perception and knowledge perception towards
the use of Information and Communication Technology (ICT) of School Administrative
Staff.
1.5 Research Objective.
5
1. To identify the perception of School Administrative Staff regarding the perception of
Information and Communication Technology (ICT) use based on knowledge.
Information and Communication Technology (ICT) use based on skills.
Information and Communication Technology (ICT) use based on attitude.
4. To Identify the relationship between attitude perception and knowledge perception towards
the use of Information and Communication Technology (ICT) of School Administrative
Staff.
1.6 Scope of Study
This study focuses on utilising Information and Communication Technology (ICT) among
school administrative staff in the Kuala Muda Yan district. The research not only targets
employees with extensive work experience but also includes newly appointed ones. Moreover,
the study employs an online questionnaire distribution method to gather feedback on the
predetermined research objectives. The participants in this study are administrative staff from
182 schools in the Kuala Muda Yan district, encompassing individuals responsible for
handling administrative affairs.
1.7 Significant of the Study
This study was conducted to gain knowledge about the use of information and communication
technology (ICT) among school administration staff in the Kuala Muda Yan district.
Therefore, this study is expected to provide enlightenment and importance to public sector
workers, top management, and organizations, especially schools in the Kuala Muda Yan
district.
1.7.1 School Administrative Staff
There is no denying that employees are the backbone in the effort to develop an
organization to continue to grow and advance in line with the development of globalization.
To be a proactive employee, the employee must be prepared in many ways, especially
6
mentally and physically, to face any probability of change that will occur. Employees are also
human beings who need to adapt themselves to approaches and methods that are appropriate
to their field of work according to the developments and changes found in an organization.
Information and communication technology (ICT) is an approach that was introduced with the
passage of time.
In relation to that, there are some employees in the public sector who have to adapt to
the easiest language to carry out this ICT-based work. Therefore, the results of this study can
provide insight to the employees about the use of ICT among school administration staff in the
Kuala Muda Yan District. School administration staff are also employees in the public sector
who know how to use this ICT and have the advantage of adapting themselves to technology
nowadays, which is broader in its field, not only focused on workers who take the field of
technology who should learn this ICT but also in the fields certain. They can arrange all forms
of their work more efficiently and quickly if they have more profound skills related to the use
of ICT. In fact, this study can also help public sector workers explore more measures that
should be taken to prevent factors that hinder the use of ICT in the future.
1.7.2 Organizational Management
In addition, this study aims to help the management of the organization understand the actual
situation that is happening and to give awareness to the parties. The management of the
organization should be more sensitive to the problems faced by their employees in the work
process, especially in the public sector. Furthermore, with this study, the organization's
management can also refine every deficiency faced by employees when using this ICT. In
fact, they can also improve existing deficiencies and be responsible for the use of ICT in the
organization.
1.7.3 Public Sector Organizations
This study is also expected to provide insight into public sector organizations regarding the
use of ICT. This is so because the widespread use of ICT sometimes requires organizations to
provide more computers and appropriate equipment for employee work. This is important to
produce more quality work and keep pace with the increasingly sophisticated world.
Therefore, organizations need to be aware of and constantly monitor digital developments
because there are too many new ICT equipment that are more sophisticated mod,ern and faster
7
when used compared to old ICT equipment. In fact, this study also attempts to explain
whether the skills provided by this organization are sufficient for its employees. With this,
public sector organizations can improve all existing deficiencies to drive employee
performance and their commitment when using ICT.
1.8 Definition of Terms
This section will explain the definition, meaning or concept of the items involved in this
study. It will help the next researcher or the readers to understand the form of research
conducted.
1.8.1 Information and Communication Technology (ICT)
In the context of this study, ICT refers to one of the facilities that can benefit all people,
especially workers. According to Balakrishnan Parasuraman et al. (2001), information
technology has great implications for the fields of education, investment, banking and human
resource management or industrial relations. Horesearcherver, there is no denying that
technology is one of the strategic drivers that support Malaysia's economic growth and
improve the quality of life (Balakrishnan Parasuraman et al., 2001).
With the availability of information technology, it has become one of the alternatives
that is very useful for workers. Horesearcherver, there are various positive and negative
impacts that will undoubtedly affect daily activities during the work process. Therefore,
employees should be wiser to deal with the impact of the transformation that is currently being
implemented. Not only that, this transformation should also be seen as an achievement that
can be admired so that Malaysia continues to progress with many more facilities that can
change the lives of the younger generation in a more dynamic direction (Balakrishnan
Parasuraman et al., 2001).
In addition, according to Ab. Aziz Yusof (2012) states that information technology is
the use of hardware and software to support all operations and decision-making functions.
Information technology includes all technologies applied by organizations to facilitate the
processing and transfer of information and communication services. Information technology is
designed to provide the necessary information to ensure that every decision can be made more
8
effectively. Information technology is used to collect, store, edit and transfer information in
various forms (Ab. Aziz Yusof, 2012).
1.8.2 Usage Perceptions
According to the fourth Edition of the Dewan Bahasa (2007), the perception is defined as
perception or perception. The subsequent use carries the meaning of a description or (act or
activity) using something. In this study, usage refers to the description of using ICT in
management and administration matters. It can also lead to administrative operations covering
a wide range of usage styles, including various types of software and hardware tools.
1.8.3 Knowledge
Knowledge is a body of understanding that individuals possess, which can assist teachers in
accomplishing various tasks related to both administrative work and the use of ICT in
management processes and task resolution. According to Yeoh (2007), teachers leverage their
knowledge of ICT to create learning applications, be they digital or print. Administrative tasks
related to education also become more organized and efficient with the use of ICT. In this
study, knowledge refers to teachers' understanding of using ICT, encompassing knowledge of
hardware, software, and the internet. Proficiency in utilizing ICT systems is crucial across
diverse domains, and the studies mentioned underscore the importance of individuals'
competence and attitudes toward ICT systems. These findings emphasize the necessity for
ongoing training and support to enhance individuals' ICT knowledge, ultimately contributing
to improved outcomes and performance in their respective fields.
In this study knowledge defines as the comprehensive understanding and proficiency

of individuals in various aspects. It includes the ability to operate hardware components like
the keyboard, monitor, printer, and CPU, encompassing tasks such as installing CDs and
assembling computers. Furthermore, knowledge extends to internet operations, covering skills
in accessing information online, downloading/uploading, managing Google Drive,
participating in video conferences, and using email efficiently. Additionally, it involves
software proficiency, such as utilizing Microsoft Word, Excel, and PoresearcherrPoint, along
9
with the capability to install new software relevant to administrative tasks. This broad range of
competencies is crucial for effective performance in administrative roles.
1.8.4 Skill
According to Single (2006), skills include a wide variety of tasks that are conveyed via both
mental and physical means. In the context of this study, abilities refer to the ability and
proficiency of school administration staff in using ICT. When considering ICT, skills refer to
the ability to effectively use hardware, software, and the internet. Essentially, these abilities
refer to the ability to efficiently handle and use technology instruments and resources in the
field of school administration.
In this study, the term "skill" pertains to a range of computer-related abilities.

Expertise in computer hardware, such as the keyboard, monitor, printer, and CPU, is necessary
for the installation of CDs and the construction of PCs. These abilities showcase an
understanding of hardware. The skill set comprises proficient use of the internet,
encompassing tasks such as accessing online resources, transferring data through downloads
and uploads, organizing Google Drive documents, engaging in video conferences, and
utilising email. These online abilities highlight the significance of digital skills for managing
information and communicating. The term "skill" also include proficiency with software, such
as Microsoft Word, Excel, and PoresearcherrPoint, as researcherll as the ability to install
software that is particular to certain tasks. This skill set highlights the need of being familiar
with many applications for efficient computer work. This study defines "skill" as a broad
range of hardware, software, and internet abilities required for computer competency.
1.8.5 Attitude
Attitude is an important and essential aspect of computer usage since it not only reflects one's
willingness to adopt technology but also predicts their future conduct (Teo, 2006). As stated
by Ibrahim et al. (2011), having a positive mindset is crucial, especially considering the
widespread integration of computers in our everyday activities. This suggests that if someone
has a distaste for an object, they are quite likely to form a negative opinion of it, regardless of
different efforts to pique their interest. No matter how excellent the computer architecture,
10
software, and training may be, if the mentality persists in regarding it as unfavourable, the
outcomes will not achieve the intended perception.
In this study, the attitudes of administrative personnel towards utilising Information

and Communication Technology (ICT) are diverse and encompass curiosity, enthusiasm, a
desire to learn, dedication, and drive. They have a keen interest in ICT due to their genuine
curiosity and enthusiasm for investigating technology. Commitment refers to their dedication
to incorporating technology into their everyday tasks, actively searching for digital solutions,
playing a constructive part in normalising ICT, and demonstrating a strong commitment to
enhancing overall performance. Motivation is apparent in employees who are excited and
comprehend the beneficial effects of technology. They actively seek out chances to acquire
knowledge, remain informed about technological developments, and use ICT with enthusiasm
to improve their professional responsibilities.
1.9 Summaries
This section serves as the introduction to the study. Discussed aspects include the background
of the problem, statement of the problem, research objectives, research aims, research
questions, conceptual framework, significance of the study, scope and limitations, as
researcherll as general definitions and operational definitions within this study. This
demonstrates the researcher's clear understanding that the study aims to achieve its objectives
by identifying the perception of ICT usage among school administrative personnel in the
Kuala Muda Yan District.
11
CHAPTER 2
LITERATURE REVIEW & CONCEPTUAL FRAMEWORK
2.1 Introduction
A literature review is a highly significant undertaking for gathering information related to the
researched topic. Researchers should seek comprehensive and in-depth insights through a
thorough exploration of existing studies. This chapter holds paramount importance in
shedding light on the main focus of the research topic. In Chapter 2, this study will expound
upon the literature review encompassing academic research, the evolution of Information and
Communication Technology (ICT) in the education system, the utilization of ICT in
education, the Technology Acceptance Model, knowledge in ICT usage, skills in ICT usage,
and attitudes toward the practice of using ICT. This chapter provides valuable guidance to
assist you in conducting the study and addressing the research questions. Additionally, it will
fulfil the research objectives delineated in the preceding chapter.
2.2 Development of ICT in Government Sector
One of the most significant aspects that have contributed to the growth of the economy, the
provision of public services, and the general advancement of society in Malaysia is the
development of information and communication technology (ICT) in the government sector.
This is one of the most essential factors. The deployment of information and communications
technology (ICT) in the public sector has led to the transformation of administrative
procedures, the enhancement of service delivery, and the promotion of economic growth.
These outcomes have been possible because of the implementation of ICT.
12
Within the realm of information and communication technology (ICT) public
outsourcing, Ahmad et al. (2018) have undertaken research that has centred on the connection
between procurement officers, effective project management, and efficient procurement
procedures. The context of public procurement is crucial to this relationship because of its
relevance. The significance of information and communications technology (ICT) in projects
carried out by the public sector, as researcherll as the role that procurement officers play in
guaranteeing the success of ICT endeavours, are both brought to light by this.
In addition, the information and communications technology industry has been

acknowledged as a significant contributor to the acceleration of innovation and productivity in
Malaysia (Abdul-Samad & Kandasamy, 2022). This recognition has led to the recognition of
the industry as a driving force behind sustainable economic growth in Malaysia. It is
abundantly evident that the government places a high premium on the use of information and
communications technology (ICT) for the purpose of economic growth. This shows the
substantial role that the sector plays in the achievement of national development goals.
Zainuddin and Noor (2019) did a study that studied the role that work embeddedness
and organisational continuing commitment play in the desire to continue in one's current
position. The results of this study provide some interesting insights into the expansion of the
information and communications technology (ICT) workforce in Malaysia. It is essential to
have certified information and communication technology specialists on staff in order to
provide assistance for the ongoing development and execution of projects involving
information and communication technology in the public sector.
In addition, studies have been carried out to evaluate the impact that information and
communications technology (ICT) has on the expansion of the economy and the amount of
energy that is consumed. According to Solarin et al.'s 2019 research, this study underscores
the relevance of information and communication technology (ICT) in being a driving force
behind economic development and the requirement for a reliable poresearcherr supply to
support ICT infrastructure. For the purpose of fostering economic growth, this exemplifies the
interconnectedness that exists between the development of information and communications
technology (ICT) and infrastructure.
According to Hoesni et al., (2020) and Razak et al. (2022), the steps taken by the
Ministry of Education Malaysia to include information and communication technology (ICT)
13
into the curriculum and to improve teaching techniques have positively impacted the
development of higher-order thinking abilities among students in the education sector. By
doing so, the government demonstrates its commitment to using information and
communication technology (ICT) for the aim of enhancing educational opportunities and
cultivating human capital.
In the field of information and communications technology (ICT), researcher have

carried out research to investigate the impact that governmental policies have on the growth of
firms in this industry. Based on the findings of this research, it is evident that the
implementation of customised policies is essential to facilitate the expansion of the
information and communication technology industry (Bukvić & Babić, 2021). This
underscores the necessity of steps taken by the government to create an environment that is
suitable for the development of the information and communications technology industry.
The growth of information and communications technology (ICT) in Malaysia's

government sector has been complex, encompassing academic, administrative, and
commercial dimensions. The strategic integration of information and communication
technology in the public sector of Malaysia has played an essential role in the generation of
economic development, the improvement of the delivery of public services, and the
encouragement of innovation. This exemplifies the profound impact that information and
communications technology has had on the industry.
2.3 Technology Acceptance Model (TAM)
An information system theory known as the Technology Acceptance Model (TAM)

demonstrates the interaction between users and the way they embrace technology and then
employ it. According to Davis (1989), this model proposes that when users are faced with new
technology, several variables impact their decisions regarding how and when they will utilise
the technology. Davis (1989) asserts that the TAM provides an explanation for the acceptance
of information and communication technology by utilising a distinct theoretical underpinning.
Ajzen and Fishbein researcherre the ones who initially presented the Theory of Reasoned
Action (TRA), and the TAM is an elaboration of that theory. According to Lu, Yu, Liu, and
Yao (2003), the Transformational Attitude Model (TAM) seeks to illustrate the effect of
external factors on beliefs, attitudes, and ultimately, behaviour change. Legris, Ingham, and
14
Collerette (2003) found that the TAM was a useful theoretical model for describing and
forecasting user behaviour in relation to information and communication technology (ICT).
The fundamental TAM model is able to identify user patterns with regard to the uptake of
technology. This TAM model, which is depicted in Figure 2.1, was presented by Davis et al.
(1989).
Figure2.1:
Technology Acceptance Model by (Davis et al. 1989)
Perception of
Benefits of
Use
Attitude to Behavioural bias Actual system

External
use usage
Variables
Easy perception to
use
Davis (1989) explains that the perceptions in this TAM model are controlled by six
different elements, and he illustrates this by referring to Figure 2.1 above. According to Jaafar
(2015), who provides an explanation of these six aspects in Figure 2.1, the first perception
consists of variables that are external to the system. The second and third perceptions, on the
other hand, represent the perceived utility and perceived ease of use, respectively. The term
"perceived usefulness" refers to the belief that users have that the utilisation of information
and communication technology (ICT) may improve their job performance, productivity, and
overall work quality. Specifically, it implies that their impression of information and
communication technology is that it is easy to use and gives them the freedom to utilise it
wherever they require it. The attitude towards utilising is the fourth perception, and it refers to
the user's attitude towards the use of information and communication technology, whether
they embrace or reject it. Changes in attitude will result in changes in individual behaviour
when it comes to the utilisation of information and communication technologies.
15
The cognitive, emotive, and behavioural components that make up an individual's
attitude are all essential to its formation. Behavioural Intention to Use is the fifth perception,
and it refers to the propensity of an individual's behaviour in terms of utilising information and
communication technology. Actual System Usage, also known as the actual usage of the
system, is the sixth and final perception in this paradigm. Its purpose is to give users with an
evaluation of whether they are pleased with the service they are receiving.
The TAM model states that it not only focuses on users' views of the utility and ease of
use of an application, but it also impacts users' attitudes or wishes to adopt the new technology
(Wibowo, 2012). This is because the TAM model considers both attitudes and desires. Naqvi
(2012) asserts that both the perceived utility of technology and the perceived simplicity of use
of technology will influence the attitude that consumers have towards the utilisation of
technology. Consequently, the user's disposition towards the utilisation of technology will
result in the user's propensity to participate in the utilisation of technology and establish a
connection to actual use.
2.5 Knowledge in ICT

2.5.1 Hardware
The ability of administrative staff to operate and use computer hardware and software,
including the central processing unit (CPU), printer, keyboard, monitor, and data management,
is of paramount importance in modern workplaces. The knowledge and proficiency of
administrative staff in operating computer hardware, such as the CPU, printer, keyboard, and
monitor, are essential for ensuring smooth and efficient office operations. Bartulović (2021)
emphasizes the importance of effective administrative practices, including the use of computer
hardware, in the development of predictive safety management systems. The ability to operate
computer hardware is crucial for maintaining a safe and efficient work environment,
particularly in safety-critical industries such as aviation.
Furthermore, the operational skills of administrative staff in managing data stored on

computer hard disks, including tasks such as saving, deleting, and copying data, are essential
for effective information management. Griffiths et al. (2020) highlight the importance of
efficient data management in healthcare settings, emphasizing the need for administrative staff
to possess the skills to manage and process data effectively. The ability to operate computer
16
hardware and manage data is crucial for ensuring the smooth functioning of administrative
processes, particularly in data-intensive environments such as healthcare and research settings.
The knowledge and proficiency of administrative staff in using computer hardware and
software are also crucial for enhancing workplace productivity and efficiency. Porta & Leban
(2022) emphasize the importance of understanding and utilizing computer hardware and
software in the workplace, particularly in the context of workplace ergonomics and
productivity. The ability to operate computer hardware and software contributes to the overall
efficiency and effectiveness of administrative tasks, enabling staff to perform their duties with
proficiency and accuracy.
In addition, the operational skills of administrative staff in using computer hardware

and software are essential for ensuring data security and privacy. Bernardi (2018) highlights
the importance of educating employees on how to prevent data breaches and protect sensitive
information. The ability to operate computer hardware and software, including knowledge of
data security best practices, is crucial for safeguarding organizational data and maintaining
privacy and confidentiality.
Moreover, the proficiency of administrative staff in using computer hardware and

software is essential for effective e-government and digitalization initiatives. Elam (2022)
emphasizes the importance of human-computer interaction in e-government systems,
highlighting the need for administrative staff to possess the skills to effectively utilize
computer hardware and software in digitalization efforts. The ability to operate computer
hardware and software is crucial for driving digital transformation and enhancing service
delivery in government settings.
2.5.2 Software
The proficiency of administrative staff in operating and using computer software, including
Microsoft Word, Excel, and PoresearcherrPoint, as researcherll as the ability to install new
software into the computer, are essential for ensuring efficient and effective administrative
operations.
The ability of administrative staff to operate and use Microsoft Word, Excel, and
PoresearcherrPoint is crucial for creating, managing, and presenting information in various
administrative tasks. Egholm et al. (2019) emphasize the importance of effective information
17
management in healthcare settings, highlighting the need for administrative staff to possess
the skills to manage and process data effectively. Proficiency in Microsoft Office applications
is essential for creating and managing documents, spreadsheets, and presentations,
contributing to the overall efficiency and effectiveness of administrative tasks.
In addition, the ability to install new software into the computer is essential for
ensuring that administrative staff have access to the necessary tools and resources to perform
their duties. Christensen et al. (2018) highlight the importance of understanding and utilizing
computer software in administrative controls, particularly in the context of organizational
management. The ability to install new software contributes to the overall functionality and
capability of administrative systems, enabling staff to perform their duties with proficiency
and accuracy.
The operational skills of administrative staff in using Microsoft Office applications are
also crucial for enhancing workplace productivity and efficiency. Bryan et al. (2020)
emphasize the importance of staff competency and technological resources in nonprofit
organizations, highlighting the role of administrative staff in demonstrating accountabilities.
Proficiency in Microsoft Office applications contributes to the overall efficiency and
effectiveness of administrative tasks, enabling staff to perform their duties with proficiency
and accuracy.
Moreover, the proficiency of administrative staff in using Microsoft Office

applications is essential for effective e-government and digitalization initiatives. Rohaeni et al.
(2022) emphasize the importance of using Microsoft Office applications for simple cash flow
recording in micro, small, and medium-sized enterprises (MSMEs), highlighting the role of
administrative staff in business development. The ability to use Microsoft Office applications
is crucial for driving digital transformation and enhancing service delivery in government and
business settings.
2.5.3 Internet
The proficiency of administrative staff in operating and using the internet, including accessing
information online, downloading and uploading, controlling Google Drive, managing video
conferences, and handling email, is essential for ensuring efficient and effective administrative
operations. The ability of administrative staff to effectively use the internet is crucial for
18
accessing information, conducting research, and staying informed about industry trends and
best practices. Li et al. (2020) emphasizes the importance of efficient internet usage in mobile
edge computing, highlighting the need for staff to possess the skills to access and process
information online. Proficiency in internet usage is essential for staying updated and informed,
contributing to the overall efficiency and effectiveness of administrative tasks.
In addition, the ability to download and upload data is essential for administrative staff
to manage and share information effectively. Kumi–Yeboah et al. (2023) highlight the
importance of reliable internet connection and ICT resources for teaching and learning,
emphasizing the need for staff to possess the skills to download and upload data. Proficiency
in data management contributes to the overall efficiency and effectiveness of administrative
tasks, enabling staff to perform their duties with proficiency and accuracy.
The operational skills of administrative staff in controlling Google Drive are crucial
for effective document management and collaboration. Perrigot et al. (2017) emphasize the
value of online tools such as Google Drive in knowledge transfer mechanisms, highlighting
the need for staff to possess the skills to manage and share documents. Proficiency in
controlling Google Drive contributes to the overall efficiency and effectiveness of
administrative tasks, enabling staff to collaborate and share information seamlessly.
Furthermore, the ability to handle video conferences is essential for administrative

staff to facilitate remote communication and collaboration. Wang et al. (2022) highlight the
importance of internet-based communication tools, emphasizing the need for staff to possess
the skills to manage video conferences. Proficiency in video conferencing contributes to the
overall efficiency and effectiveness of administrative tasks, enabling staff to communicate and
collaborate effectively.
The proficiency of administrative staff in handling email is essential for effective

communication and information exchange. Chang & Tandon (2019) emphasize the
importance of email communication in secure and private data management, highlighting the
need for staff to possess the skills to manage email correspondence. Proficiency in email
management contributes to the overall efficiency and effectiveness of administrative tasks,
enabling staff to communicate and exchange information seamlessly.
19
In conclusion, the knowledge and proficiency of administrative staff in operating and
using the internet, including accessing information online, downloading and uploading,
controlling Google Drive, managing video conferences, and handling email, are essential for
ensuring efficient and effective administrative operations. The ability to use the internet and
associated tools contributes to the overall efficiency and effectiveness of administrative tasks,
enabling staff to perform their duties with proficiency and accuracy.
2.6 Skills in ICT
2.6.1 Hardware
To ensure the effective operation and utilization of computer equipment, administrative staff
should possess a comprehensive set of competencies and undergo relevant training. This
training encompasses various aspects, including keyboard, monitor, printer, and CPU
operations, as researcherll as driver installation and computer component assembly. The study
conducted by Mietule et al. (2021) emphasizes the critical role of digital competencies for
administrative staff in their daily work, encompassing a range of administrative tasks. This
underscores the importance of not only technical proficiency in operating hardware
components but also a broader understanding of digital skills applicable to administrative
functions.
Moreover, the research conducted by Abolhasani & Lakeh (2019) highlights the
significance of education and training programs in enhancing the knowledge and practices of
administrative staff. Effective computer operation and use require ongoing learning and
development opportunities to keep pace with technological advancements and changes.
Training initiatives play a pivotal role in ensuring that staff members are researcherll-equipped
to handle various computer-related tasks efficiently.
Additionally, the study conducted by Rogers et al. (2019) underscores the need for
fundamental computer training for staff members. This training should cover essential areas
such as operating systems, file management, word processing, and databases. Proficiency in
these foundational skills is crucial for administrative tasks that involve computer use, ensuring
that staff can navigate and utilize software applications effectively.
In conclusion, the effective operation and use of computer equipment by

administrative staff demand a holistic approach. This includes not only technical competencies
20
related to hardware but also a broader set of digital skills applicable to administrative
functions. Ongoing education and training initiatives are pivotal in ensuring that staff
members are researcherll-prepared to handle the evolving demands of computer-related tasks
in the workplace.
2.6.2 Software
To effectively perform administrative tasks that involve computer-related software,

administrative staff should possess a comprehensive understanding of various software
applications and tools. The study by emphasizes the essential skills highlighted by employers
in the software engineering industry, which are identified as core skills in software
engineering curricula guidelines and reviews (Watson, 2022). This underscores the importance
of specific software-related skills for administrative staff to effectively carry out their tasks.
Furthermore, the research by examines the willingness to adopt cloud computing for
administrative employees in a higher education institute working environment, highlighting
the relevance of understanding and utilizing cloud-based software for administrative functions
(Gkika et al., 2020).
Additionally, the study by discusses how computerization has transformed work into a
more knowledge-intensive activity, leading to higher wages for occupations located at critical
junctions of information flow, indicating the increasing importance of software-related
knowledge and skills in the workplace (Kristal, 2020). Moreover, the findings from suggest
that the computer usage ability perception of respondents produced significant differences in
the relation between job control and performance, emphasizing the impact of computer skills
on job performance (Demirel et al., 2021). This highlights the significance of computer-
related skills in enhancing job performance, which is crucial for administrative staff carrying
out software-related tasks.
In conclusion, administrative staff should be equipped with the necessary software-

related skills to effectively perform administrative tasks that involve various software
applications and tools. The development of these skills is essential for adapting to the evolving
technological landscape and ensuring efficient and proficient task execution.
2.6.3 Internet
21
The proficiency of administrative staff in utilizing internet resources, such as accessing
information online, downloading and uploading document files, controlling Google Drive,
participating in video conferences, and using email, is essential for their effective
performance. The study by highlights the significance of understanding the use of e-learning,
which is relevant in the context of utilizing online resources, including accessing information
and participating in virtual activities (Sukendro et al., 2020). Additionally, the research by
explores the perceptions and experiences of researchers and participants in using Zoom
videoconferencing, which is pertinent to the proficiency of administrative staff in engaging in
video conferences (Archibald et al., 2019).
Moreover, the study by delves into the factors influencing active behavior in
professional video conferences, shedding light on the dynamics of virtual interactions, which
is crucial for administrative staff engaging in video conferences and online communication
(Reimann et al., 2022). Furthermore, the research by explains the learning outcomes
associated with video conferencing in the e-learning context, emphasizing the importance of
technology acceptance and proficiency in utilizing video conferencing tools (Bailey et al.,
2022). Additionally, the study by discusses communication patterns across task and medium,
providing insights into effective communication in virtual environments, which is relevant to
administrative staff engaging in online communication and video conferences (Abdullah et al.,
2021).
In conclusion, the proficiency of administrative staff in utilizing internet resources is

crucial for their effective performance. Understanding e-learning, perceptions and experiences
of video conferencing, factors influencing active behavior in virtual interactions, and learning
outcomes associated with video conferencing are essential for enhancing the digital
competencies of administrative staff in utilizing internet tools and participating in online
activities.
2.7 Attitude to practice in ICT
2.7.1 Interest using ICT
The attitude of administrative staff towards the use of Information and Communication
Technology (ICT) can significantly influence the adoption and effective utilization of digital
22
tools and resources. Research has shown that the attitude of individuals towards ICT can vary,
leading to both positive and negative perceptions and behaviours in the workplace.
A positive attitude towards Information and Communication Technology (ICT) has
emerged as a critical factor influencing the successful integration of technology into various
domains, as highlighted by Scherer et al. (2018). This positive mindset is more than just a
willingness to accept technology; it signifies an optimistic and enthusiastic approach towards
leveraging the potential of ICT for enhanced outcomes. Individuals with a positive attitude are
not only open to embracing technological advancements but actively seek opportunities to
integrate them into their daily lives, work environments, and educational pursuits.
A positive attitude towards ICT is equally impactful in professional settings.

Employees who embrace technology with optimism are more adaptable to digital
transformations within their organizations. They actively seek out opportunities to leverage
technological solutions for increased efficiency, collaboration, and problem-solving. This
positive mindset contributes to a culture of innovation where individuals are not resistant to
change but rather see technology as a tool for improvement and advancement. In essence, a
positive attitude towards ICT is a catalyst for successful integration, creating a ripple effect
that permeates through various aspects.
Furthermore, Interest in using ICT among administrative staff means how much they
are curious or excited about using various tech tools and online platforms for their work. It
shows how willing they are to explore and include technology in their daily tasks, using things
like software and online tools that are useful for their administrative work (Zuhrie et al.,
2020).
Administrative staff's interest in ICT comes from different reasons. First, they might
see that using technology can make their work easier and more productive ( Rubery &
Grimshaw, 2001). They might want to use digital solutions that make tasks smoother, improve
communication, and overall make their job better. Second, the desire to keep up with new
technology and trends in their field can also make them interested in ICT (Holtgreresearcher,
2014). They may want to adapt to changes in the workplace and use the neresearcherst tools to
do their job better. Lastly, how easy and reliable specific tech tools are, and the advantages
they offer, can really affect how interested administrative staff are. If a tool is easy to use,
trustworthy, and helpful for their job, they are more likely to want to use it.
23
To sum it up, interest in using ICT among administrative staff shows how open and
eager they are to use technology. This eagerness comes from seeing the benefits, wanting to
stay updated, and finding tech tools that fit researcherll with their administrative tasks.
2.7.2 Commitment in Using ICT
Commitment in using Information and Communication Technology (ICT) is all about how
dedicated staff members are to bringing technology into their work (Mumtaz, 2000). When
staff are committed, it shows that they are serious about having technology as a regular part of
their job. This commitment means they actively look for chances to use digital solutions and
consistently use technology for different tasks (Sjodin et al., 2020). Committed staff members
also play a positive role in making sure ICT becomes a normal and useful part of their work.
Their commitment shows a strong dedication to using technology to do their job better.
For instance, imagine a staff member who always looks for new ways to use technology for
tasks, attends training sessions, and encourages others to use digital tools. This person is
committed to making technology an essential and effective part of their daily work.
2.7.3 Motivation in Using ICT:
Motivation in using ICT is about how eager and driven staff are to work with technology.
When staff are motivated, it means they understand the good things that technology can bring
to their tasks, making them easier and more efficient (Aunis, 2016). This motivation improves
their overall job performance. Motivated staff members actively grab opportunities to learn,
keep up with the latest tech trends, and actively find ways to use ICT in their roles. Their
excitement about using technology shows a real interest in learning, using, and getting
benefits from various digital tools to make their professional tasks better (Yang et al., 2017).
Consider a staff member who is always keen to learn new things about technology, attends
tech-related workshops, and tries out different digital tools in their work (Freed et al., 2017).
This person is motivated to use technology to make their job more effective and enjoyable.
2.8 Conceptual Framework
24
A rough overview of the study will be exhibited through the Conceptual Framework. It will
also be exhibited in the form of a figure. This study aimed to look at the perception of use of
ICT in the world of education by School Administrative Staff through knowledge, skills and
attitude factors. Figure 1.1 is the study framework used for this study. It is also a study model
developed from the Technology Acceptance Model (TAM) by Burton and Hubona (2005).
Figure 1.1 :
Conceptual Framework
Independent variables Dependent variables
Knowledge
- Know to operate
Demographic hardware Perceptions Of
- Know to operate Knowledge,
- gender internet Skills, And
- age, - know to operate
Attitudes
software (software)
- working Towards (ICT)
Skill
experience - hardware handling Among School
- Software Administrative
- proficient in internet Staff In Kuala
Muda Yan
Attitude
- interest,
District
- sincerity
- motivation
The conceptual framework is an overview of the study to be conducted and shown

through a figure. Through this study, researchers wanted to see the perception of use of ICT
based on the knowledge, skills and attitudes of the School Administrative Staff. Within this
conceptual framework, the perception of knowledge refers to the perception of knowledge of
the School Administrative Staff, which is evaluated against the use of ICT. This knowledge
covers the hardware and software that leads to the operation of ICT and, finally, knowledge of
the internet. School Administrative Staff need to have a high perception of knowledge and
skills related to ICT so that ICT's handling and usage practices run smoothly and researcher.
25
As for the skill perception, the things that will be evaluated to focus on the perception
of use of School Administrative Staff in using ICT in management and administration matters
are geared towards ICT hardware handling skills, involvement and use of ICT software,
including word processing, use of electronic spreadsheets, methods and means of electronic
presentation and finally related to internet usage skills. This conceptual framework also looks
at the perception of use of ICT tested through aspects of attitudes related to School
Administrative Staff interest in using ICT, seriousness in using ICT, confidence in School
Administrative Staff and motivation in the conduct of ICT. The learning variables in this study
researcherre the perception of knowledge, the perception of ICT skills and the attitude of the
School Administrative Staff. At the same time,Meanwhile, non-dependent variables are
demographic factors referring to gender, age, teaching experience, position, and academic
approval.
Based on the theoretical framework used, the study carried out will identify the
perception of use of ICT School Administrative Staff based on knowledge, skills, and
attitudes. In addition, this study aims to identify a significant relationship between the
perception of ICT School Administrative Staff's perception of knowledge based on attitude
factors.
2.9 Hypothesis
In research, the null hypothesis and alternative hypothesis are essential components of
hypothesis testing, a statistical method used to make inferences about a population based on a
sample of data. These hypotheses are formulated to assess the validity of a claim or statement
about the population (Travers et al., 2017).
The null hypothesis represents a statement of no effect, no difference, or no change in
the population. It is a default assumption that there is no real effect or relationship between
variables being studied (Leppink et al., 2017). Researchers typically set up the null hypothesis
to be a statement of equality or no effect, such as no difference between two groups or no
association between variables. It serves as a baseline assumption that researchers aim to test
against using statistical methods.
The alternative hypothesis contrasts the null hypothesis by proposing a specific effect,
difference, or relationship in the population. It represents what the researcher aims to support
or demonstrate through their study (Leppink et al., 2017). In hypothesis testing, researchers
collect data and use statistical methods to determine whether there is enough evidence to reject
the null hypothesis in favor of the alternative hypothesis. If the evidence is strong, researchers
26
may conclude that there is a significant effect or difference in the population, providing
support for their research hypothesis. If the evidence is not strong, they may fail to reject the
null hypothesis, suggesting that there is insufficient evidence to support the proposed effect.
So that, the hypothesis of the study is to ensure that:
Ha1: There is a relationship between attitude perception and knowledge perception
towards the use of Information and Communication Technology (ICT) of School
Administrative Staff.
Ho2: There is no relationship between attitude perception and knowledge perception
2.10 Summaries
In summary, this chapter has provided an overview of past research concerning the
development of Information and Communication Technology (ICT) in the government sector.
The foundational model for this study is the Technology Acceptance Model (TAM), a widely
recognized framework that elucidates users' acceptance and adoption of new technologies.
This chapter delves into the intricacies of TAM, exploring its applicability and the insights it
offers in the context of ICT implementation within the government.
Additionally, Chapter 2 expounds upon the dimensions of knowledge, skills, and

attitudes (statute) related to ICT, drawing insights from previous research perspectives.
Knowledge, referring to the understanding and awareness of ICT functionalities, is crucial for
effective utilization. Skills encompass the practical abilities and competencies required to
navigate and manipulate ICT tools efficiently. Attitudes, encapsulating individuals'
perceptions and inclinations toward ICT play a pivotal role in influencing their engagement
with technological solutions.
The literature review in this chapter not only synthesizes the findings of prior studies
but also sets the stage for the current research by establishing a comprehensive understanding
of the factors that contribute to or impede the development of ICT in the government sector.
By integrating insights from the TAM model and examining the multifaceted aspects of
knowledge, skills, and attitudes, this chapter provides a robust foundation for the subsequent
phases of the study, contributing to the ongoing discourse on ICT advancement in
governmental settings.
27
28
CHAPTER 3
METHODOLOGY
3.1 Introduction
In this chapter, the research methodology elucidates the comprehensive and detailed approach
employed to conduct the study. It serves as a roadmap to address the defined research
questions, providing clarity on the methods chosen for investigating the perceptions of
knowledge, skills, and attitudes towards Information and Communication Technology (ICT)
among school administrative staff in Kuala Muda Yan District. The primary objective of this
chapter is to ensure that the research process adheres to procedural rigour, yielding valid and
reliable results. The methodology chapter explicitly outlines the research design, study
population, and sample selection, specifying the research site, research instruments, validity
and reliability measures, pilot study details, data collection procedures, and subsequent data
analysis methods. The meticulous selection of an appropriate methodology aims to offer an
accurate and authentic portrayal of the conducted study. The careful and systematic
arrangement of the methodology aids the researcher in obtaining data and analysing
information effectively and proficiently. Choosing the correct method is pivotal in providing a
genuine depiction of the research. The strategic organization of the methodology not only
facilitates data collection but also ensures a robust analysis of information, contributing to the
overall integrity and credibility of the research outcomes.
3.2 Research Design
According to Sileyew (2019), the research design functions with the purpose of providing a
precise description and map that illustrates the course of a particular inquiry. In subjects
including sampling, measurement, and data analysis, it serves as a reference guide for those
specific topics. This study makes use of a quantitative research methodology and employs a
29
survey research design. According to Krosnick et al., (2018), survey research is a method that
is used to examine subjective perceptions, views, and attitudes on a big scale and measure
them. It involves the collecting of information through the use of a questionnaire that is
delivered to selected samples, which are individuals picked from the population that is relevant
to the study.
A survey method using a quantitative approach is being utilised in this inquiry. This
decision was made based on the research objectives and queries. The investigation of the
perceptions of knowledge, abilities, and attitudes towards Information and Communication
Technology (ICT) among school administration personnel in Kuala Muda Yan District is the
purpose of the use of a questionnaire as a research tool. The goal of this investigation is to
acquire data. Constructs, dimensions, and qualities will be used to design the questionnaire,
with references to the most important aspects of previous research being taken into
consideration. Regarding the investigation of the perceptions of knowledge, skills, and
attitudes towards Information and Communication Technology (ICT) among school
administrative staff in Kuala Muda Yan District, this study places an emphasis on the
utilisation of objective measurement, which generates numerical data to address the research
questions asked.
3.3 Unit of Analysis
The unit analysis is one of the most important aspects of any research project. The unit of
analysis is the primary focus of our investigation. People, groups, locations, and social
interactions are a few examples of possible units of study. Unit analysis, in which the data are
organized by perception, is the next stage of data analysis, according to Sekaran (2003). Thus,
the primary topic of a research is the unit of analysis. The respondents from school
administrative staff in Kuala Muda Yan District, serve as the study's unit of analysis.
3.4 Sampling
Sampling is a crucial statistical technique employed in research to efficiently gather

information from a larger population. Shaheen et al., (2019) emphasizes that the process
involves selecting a subset of individuals or elements from the larger group, providing a
representative snapshot of the population. This smaller sample serves as the foundation for
30
analysis, allowing researchers to draw conclusions about the entire population based on the
observed characteristics of the sample. The objective is to obtain data that accurately reflects
the conditions or results within the broader context, providing a practical and feasible
approach to study diverse and extensive populations. Latham (2007) adds that sampling is a
strategic method, enabling researchers to manage resources effectively by focusing on a
smaller subset for in-depth analysis rather than attempting to collect data from the entire
population.
3.4.1 Sample
According to Kumar (2014), a sample is only a small portion of the relevant population. In
contrast, according to Sekaran (2003), researchers must be able to draw conclusions that can
be applied to the target population. The school administrative staff in the Kuala Muda Yan
District forms the sample for this study. Survey respondents will be randomly selected from
the entire school staff in the Kuala Muda Yan District.
3.4.2 Sample Frame
The sampling frame, as defined by Sekaran (2003), refers to the whole set of population
segments from which a sample is selected. Kumar (2014) states that the sample frame is a
roster of individuals from the target group who have consented to take part in interviews. The
sampling frame includes all the school staff in the Kuala Muda Yan District and has been
created by the researcher to choose the required sample. It is important to identify and include
all parts of the population in the sample frame. All school personnel in the Kuala Muda Yan
District are maintained in the data file entitled "school staff Kuala Muda Yan." This file acts
as the complete record that the researcher may use to choose the sample for the study.
Creating a dependable sampling frame is an important part of guaranteeing that the chosen
sample is both representative and accurate.
3.4.3 Sample Size
In research, the number of participants in this study is often called the "sample size." The
sample size represents individuals selected from the larger population and is considered a
dependable representation for a specific research purpose. It essentially refers to the number of
observations or people included in a statistical sample, which is used to draw conclusions
31
about the entire population. According to Sekaran and Bougie (2009), a sample is a precise
reflection of the population from which respondents are selected. In the case of school
administration personnel in Kuala Muda Yan, the total number is 176 individuals.
3.5 Sampling Technique
Sampling, as described by Sekaran (2010), is the deliberate selection of certain people or a

subset from the population in order to make statistical inferences and estimates about the
whole population. A sampling technique is a process that enables the selection of a significant
number of elements from a wider population.
3.5.1 Purposive sampling
Purposive sampling, as outlined by Chua (2011) and Talib (2013), is a method of participant
selection where individuals are deliberately chosen based on specific criteria set by the
researcher. This approach is designed to ensure that the selected sample possesses
characteristics or experiences that are highly relevant to the objectives of the study. In the
context of this research involving 176 school administrative staff in Kuala Muda Yan,
purposive sampling would involve intentionally selecting individuals from this group who are
deemed to have crucial insights, expertise, or experiences related to the specific focus of this
study.
3.6 Instruments
It was mentioned by Buriro et al. (2017) that the research instrument entails the
translation of relevant information into a questionnaire format to collect data from respondents.
The collection of data for this study is being carried out through the utilisation of a
questionnaire that covers several areas of knowledge and abilities in relation to the utilisation
of Technology-Mediated Speech (ICT). A questionnaire form has been selected as the tool to
be used. According to Brace (2018), a questionnaire form is a statistical tool that is utilised in
research to acquire results that are more consistent, easy, cost-effective, and obtained more
quickly. In the context of this investigation, the questionnaire form is designed to collect
responses from RBT instructors concerning the extent to which they make use of ICT.
32
The participants in the research will each receive a copy of the questionnaire form. The
questionnaire consist four sections: Section A refers to the respondents' history, Section B
discusses their knowledge of ICT, Section C discusses their Skill in ICT, and Section D
discusses their attitudes, which include their interest, commitment, and motivation in relation
to the utilisation of ICT.
To evaluate the questionnaire form, a Likert scale with five points will be utilised to
measure the degree of agreement. The responses that researchers selected by the respondents
will be assessed using the offered Likert scale, which has five points. The five-point Likert
scale is a popular choice in research due to its simplicity, ease of use, and ability to provide a
balanced range of response options. Chyung et al. (2017) argue that the midpoint on the Likert
scale provides a neutral response option, allowing respondents to express neutrality, which is
essential for capturing a diverse range of opinions. This midpoint can offer respondents the
flexibility to express nuanced attitudes, contributing to the scale's suitability for measuring
attitudes and perceptions. Nguyen & Duong (2021) suggest that a five-point Likert scale is
preferred over a seven-point scale due to its potential to increase response rates, improve data
quality, and decrease respondent frustration. The streamlined nature of the five-point scale
may reduce respondent burden, leading to higher response rates and improved data quality,
making it a suitable choice for various research contexts
In the questionnaire, Part A functions as the background information section, serving

the purpose of gathering specific details about the individuals responding to the questions. This
section consists of questions about different things like gender, age, how long someone has
been teaching, their highest academic qualification, if they have a laptop, and how much time
they spend using ICT. After getting ready, the people answering the questions will mark their
answers. The main goal of this part is to make it easier to figure out and group the people
answering based on their background.
Part B is designed to assess the respondent's knowledge concerning the internet,

hardware, and software. The items to be used are constructed based on the study ' Perception
of the use of Communication Information Technology (TMK) among primary school, design
technology teachers, Batu Pahat district, Johor by Kamaruddin, (2018).
Meanwhile, Part C aims to gauge the perception of skills in ICT usage. The items to be
used are constructed and modified based on the 'Teacher Technology Survey' instrument from
33
Insight: The South Central Instrument Library and Data Repository (2005). This section aims
to identify the respondents' perception of basic skills. The items in this section are presented in
the form of closed-ended questions.
Moving to Part D, its primary purpose is to discern the interest, commitment, and
motivation perceptions regarding the use of ICT. The items to be used will be based on the
modification of the instrument from the study 'Attitudes of Malay Language Teachers towards
the Use of Information and Communication Technology (ICT) in Teaching in Primary Schools
in Bintulu, Sarawak' by Chung and Badusah (2010).This section strives to identify the basic
skill proficiency of the respondents, with questions formulated in a closed-ended format. This
section delves into understanding the respondent's inclination, dedication, and drive towards
incorporating ICT into their practices.
3.7 Measurement
To accomplish the research goals, measurement serves as the research instrument that
establishes the foundation of the study. The data collection methods include surveys,
observations, and interviews. The main method used in this study is the survey. Using surveys
is one of the ways to carry out direct analysis. Researchers tend to favour survey
questionnaires over other survey methodologies because they allow respondents to
ansresearcherr questions quickly, readily, and reasonably. A group of 176 school
administration staff members researcherre given a series of questionnaires to gather
information using quantitative approaches. The study utilised nominal, ordinal, and interval
scales. The data measurements have been discussed in detail.
3.7.1 Nominal Scale
The nominal scale is a method for researchers to categorise people. Nominal scales allow you
to categorise people, things, or based on what they have in common ( Allanson & Notar,
2020). The assessment in this study is based on the respondent's demographic profile, which
includes factors such as gender (1 = male, 2 = female) and possession of a laptop (1 = yes, 2 =
No). As a result, the nominal scale provides basic, category, and approximate information on
the survey respondents.
3.7.2 Ordinal Scale
34
This research carefully uses a categorization approach based on Arvidsson, (2019) description
of an ordinal scale to categories variables. Like a nominal scale, an ordinal scale categorizes
objects, such as replies, into smaller groups depending on their characteristics. Coresearcher, it
goes a step further by giving these groupings a specific order or ranking. The ordinal scale is
very useful in providing a qualitative knowledge of the relative significance and order of
different qualities within each variable.
In the study, the variable "Age" is cleverly grouped into ordinal groups of 20-29 years, 30-39
years, 40-49 years, and 50 years and older. Similarly, the term "Working Experience" is
strategically classified into the following categories: Under 5 years, 5 to 10 years, 11 to 15
years, and above 15 years. This method emphasizes the relative locations and ordering of
these categories, making it easier to thoroughly examine the qualitative details of the variables
without strictly demanding exact quantitative measurements on the spaces between them.
3.7.3 Interval Scale
The data collection in this study employed a questionnaire as the measuring instrument, with
inquiries related to the interval scale described in Parts B, C, and D. Part B is meticulously
structured to assess participants' understanding of the internet, hardware, and software, using
items created by Md Rais et al. (2015). Meanwhile, Part C seeks to evaluate the proficiency of
ICT utilization abilities, utilizing items that have been developed and adjusted according to
Kamaruddin's (2018) framework. This part aims to determine the respondents' perception of
competency in fundamental ICT skills by using closed-ended questions to ensure clarity and
accuracy.
35
No Conceptualization Operationalization Scale Measurument
Concept Definition
1. Knowledge The competence of administrative staff in Hardware 1 = Strongly
operating computer hardware, such as the CPU, i. I know how to use the keyboard. Disagree
printer, keyboard, and monitor, is vital for ii. I know how to use the monitor. 2= Disagree
smooth office operations and safety iii. I know how to use the printer. 3 = Neutral
management systems (Bartulović, 2021). iv. I know how to use the Central Processing 4 = Agree
Unit, CPU. 5 = Strongly Agree
v. I know how to install drivers from a Compact
Disc, CD.
Proficiency in Microsoft Word, Excel, and vi. I know how to assemble computer
Power Point is crucial for administrative staff components such as the mouse, keyboard,
in creating, managing, and presenting CPU, monitor, and printer into a complete
information, (Egholm et al., 2019). set.
Furthermore, the ability to install new software
is essential for ensuring administrative staff Software
have access to necessary tools, (Christensen et i. I know how to control Microsoft Word.
al., 2018). ii. I know the control of Microsoft Excel.
iii. I know how to control Microsoft Power Point.
Administrative staff's interest in using ICT is iv. I know how to install new software into the
fueled by their curiosity, enthusiasm, and a computer.
willingness to explore various tech tools and
36
online platforms, aiming to improve work
efficiency and adapt to workplace changes
(Zuhrie et al., 2020; Rubery & Grimshaw,
2001; (Holtgrewe, U, 2014).The staff's Internet
inclination is particularly influenced by the i. I know, to access information online.
ease, reliability, and advantages offered by ii. I know to download (download) and upload
specific tech tools, emphasizing the importance (upload) files online.
of user-friendly and trustworthy applications to iii. I know to control Google Drive.
capture their interest (Holtgrewe, U, 2014). iv. I know to control video conferencing.
v. I know to browse and operate a researcher
browser (Yahoo,Google).
vi. I know to handle Electronic Mail (Gmail,
Hotmail).
Skill Rogers et al. (2019) stress the need for Hardware 1 = Strongly
fundamental computer training, covering areas i. I’m good to use the keyboard. Disagree
such as operating systems, file management, ii. I’m good to use the monitor. 2= Disagree
word processing, and databases. iii. I’m good to use the printer. 3 = Neutral
iv. I’m good to use the Central Processing Unit, 4 = Agree
CPU. 5 = Strongly Agree
v. I’m good to install drivers from a Compact
Disc, CD.
administrative staff are proficient in operating vi. I’m good to assemble computer components
37
Microsoft Word, Power Point, Excel, and such as the mouse, keyboard, CPU, monitor,
installing new hardware relevant to their tasks, and printer into a complete set.
it is essential to consider the development of vii.
operational excellence and digital competencies
(Carvalho et al., 2017). This agility is crucial Software
for administrative staff to adapt to new i. I’m good to control Microsoft Word.
technologies and tasks, such as using Microsoft ii. I’m good the control of Microsoft Excel.
Office applications and installing new iii. I’m good to control Microsoft Poresearcherr
hardware (Mulyono et al., 2020). Point.
iv. I’m good to install new software into the
computer.
Sukendro et al. (2020) underline the need of e-
learning for administrative personnel who
access information and attend virtual events
online. To enable administrative staff engage in
video conferencing, Archibald et al. (2019)
analyze Zoom users' viewpoints and
experiences. Virtual and online administrators Internet
must understand Reimann et al. (2022)'s i. I’m good, to access information online.
research on professional video conference ii. I’m good to download (download) and upload
active conduct. Bailey et al. (2022) emphasize (upload) files online.
administrative staff technology uptake and
38
proficiency while discussing video iii. I’m good to control Google Drive.
conferencing e-learning results. iv. I’m good to control video conferencing.
v. I’m good to browse and operate a researcher
vi. I’m good to handle Electronic Mail (Gmail,
Hotmail).
3. Attitude Administrative staff's interest in using ICT is Interest, 1 = Strongly

fueled by their curiosity, excitement, and a Disagree
willingness to explore technology, driven by i. If there is free time, I am tempted to use 2= Disagree
the prospect of improving work efficiency computer tools, tabs or other communication 3 = Neutral
(Zuhrie et al., 2020; Rubery & Grimshaw, tools. 4 = Agree
2001), adapting to workplace changes ii. I was able to solve a minor malfunction in the 5 = Strongly Agree
(Holtgrewe, 2014), and favoring tools that offer computer tools.
ease, reliability, and distinct advantages iii. I like to use ICT tools in completing my daily
(Holtgrewe, 2014). affairs.
iv. ICT tools such as computers, tabs or
communication tools are always with me no
matter where they are.
v. I am very confident and believe ICT tools
help a lot in solving my daily problems.
vi. I like to learn all the downloadable software
39
on the computer.
vii. I like to surf the internet for additional and
up-to-date information.
Commitment in using ICT, involves the viii. I can easily access all the information when
dedicated and regular integration of technology using the internet.
into daily work, with staff actively pursuing ix. I spend my free time surfing the internet.
digital solutions, playing a positive role in x. I love exploring new fields on the internet.
normalizing ICT, and demonstrating strong
dedication for improved overall performance
( Mumtaz, 2000; Sjodin et al., 2020) Commitment,
i. I like to take ICT courses to improve my

computer skills.
ii. I'm willing to use some of my rest time to
solve problems involving ICT tools.
iii. I am willing to spend my free time helping to
solve technical problems involving ICT tools.
iv. I am willing to spend money to get the latest
software as researcher as the latest ICT
Motivation in using ICT is exemplified by staff facilities.
members who, driven by eagerness and v. I am willing to spend ringgit for me to attend
understanding of technology's positive impact
40
on task efficiency (Aunis, 2016), actively seek ICT skills improvement courses.
learning opportunities, stay abreast of tech vi. I'm willing to teach other friends about ICT.
trends, and enthusiastically incorporate ICT in vii. My life environment has always been related
their roles, showcasing a genuine interest in to ICT.
leveraging digital tools for enhanced viii. Most of my files and documents are stored in
professional tasks (Yang et al., 2017). virtual applications (cloud storage, google
storage)
ix. The internet line is important for me to
always access information.
x. I'm willing to teach other friends on matters
related to internet access.
Motivation
i. I feel good and more excited about using
ICT .
ii. ICT gave me confidence in completing the
task.
iii. The use of ICT increases motivation in my
daily life.
iv. The use of ICT is useful for developing my
41
professional field.
v. The use of ICT makes my work more
efficient
vi. The use of ICT causes my work to be more
creative.
vii. I am very satisfied with using ICT.
viii. ICT helped me complete my task
ix. I will continue to use ICT tools in the future
Table of Conceptualization variable
42
3.8 Pilot Study
To ensure the validity and reliability of the instrument, a pilot study will be conducted
before the actual research. The pilot study aims to provide a score determining the reliability
of the constructed questionnaire. Additionally, it is carried out to assess the appropriateness,
overall representation, questionnaire quality, and effectiveness in establishing suitability for
the study (Talib, 2013). This pilot study also serves the purpose of identifying any necessary
changes or improvements to the items and structure of the questionnaire itself. Idris (2010)
noted that a pilot study is conducted to assist researchers in refining items before the actual
study. Through the pilot study, researchers can also test the administration methods of the
instrument, understand the sample, and determine the appropriate analysis methods for the
obtained data.
There are different views regarding the sample size for pilot studies. Abdul Ghafar
(1997) stated that the sample size should be between 6 to 10 individuals who share
characteristics with the actual group. Chua (2011) mentioned that an appropriate sample size
is between 20 and 40 individuals, with similarities to the actual sample's demographics.
Therefore, the sample size used in this pilot study is 18 administrative staff from different
departments.
This pilot study is essential to ensure that the questionnaire used has high internal
validity and reliability. Additionally, it aims to assess the suitability of the questionnaire items
in terms of language comprehension and information content. The reliability perception is
tested using Cronbach's Alpha value. When the alpha value approaches one or exceeds 0.7, the
reliability perception of the study's items is considered good. The pilot study involves 18
administrative staff from various departments.
3.9 Validity and Reliability
According to Chua (2011), validity refers to the extent to which a measurement tool can
accurately measure the obtained and desired data. Content validity, on the other hand, aims to
examine how researcherll the measurement used can assess the entire content, meaning the
43
overall content in a particular field of study. Huang et al. (2005) state that validity is crucial
not just to meet the researcher's requirements but to allow researchers to verify information
from diverse data. Therefore, to determine content validity, the researcher needs to obtain
validity through those recognized for their expertise in the instrument's development and
Information Technology. The information provided by these experts will guide the actual
study.
Reliability, on the other hand, is a tool that assesses the consistency of the research
instrument in measuring a variable (Chua, 2011). According to Hair et al. (2007), reliability
also refers to the consistency with which respondents ansresearcherr questions. Pallant (2007)
supports this by stating that a Cronbach's Alpha value exceeding 0.60 is often used to measure
the reliability of items in a study. Cronbach's Alpha is used as the tool to determine the
reliability perception of the items used in the questionnaire. Through this reliability measure, a
Cronbach's Alpha value exceeding 0.7 to 1 indicates good reliability.
Therefore, Cronbach's Alpha reliability correlation value will be calculated for this
study as an indicator of the reliability of the items used. The strength of the relationship with
Cronbach's Alpha value. The reliability correlation value of Cronbach's Alpha is calculated to
obtain an acceptable range for the generation of items for this study.
3.10 Data Collection
Data collection is a methodical procedure of acquiring and analyzing data from many sources
in order to obtain a precise and comprehensive comprehension of a certain topic (Emily
McLaughlin, 2020). It enables individuals or organizations to examine outcomes, discover
solutions to significant inquiries, and anticipate potentialities and patterns. The procedure
entails identifying the location and method for gathering data, watching, documenting,
obtaining, choosing, arranging, and comprehending it prior to utilization.
In this research, a single cross-sectional design, referred to as a "one-shot study," was utilized
(Sekaran, 2003). This strategy collects data on a single occasion to tackle the study problem,
usually during a short period of a few days or researchers. Data for this study will be gathered
by randomly distributing questionnaires among administrative personnel in the specified
school in Kuala Muda Yan District. The researcher will utilize a self-administered survey,
44
selected for its simplicity and familiarity, to comprehend students' genuine curiosity and
propensity towards entrepreneurship.
To encourage respondents to participate, the survey questions will be made easy to

understand, focusing on the aim of the study, and provided in both Malay and English. Please
be aware that any information gathered from the survey questionnaire will be treated as
confidential and utilized exclusively for research objectives.
3.11 Data Analysis
This study uses statistical tools, including variations depending on demographics, to conduct
an analysis of perceptions of the perceptions of knowledge, skills, and attitudes. For this
function, the software that will be utilised is the SPSS programming, which will also serve as
the data analysis method for the present investigation. The purpose of this statistical method is
to provide a description of the features of the variables that are relevant to the investigation.
To investigate the perceptions of knowledge, abilities, and attitudes regarding information and
communication technology (ICT) among school administration personnel in Kuala Muda Yan
District, researcher will be using min analysis, frequency analysis, and standard deviation
among the statistical methods.
During this investigation, a Normality Test will be carried out to ascertain whether the
data that was collected adheres to a normal distribution. It is possible to determine the form of
the data distribution by analysing the skewness and kurtosis statistics. Both the skewness and
kurtosis values are relatively low, coming close to 1, which indicates that the data distribution
is regarded to be expected.
3.11.1 Descriptive Statistics
The given dataset was subjected to a summary process utilizing descriptive statistics, which is
a technique used to comprehend and display important features of the data. Descriptive
statistics, included the computation of metrics including the mean (which represents the
average), frequency (which counts the number of occurrences), and standard deviation (which
indicates the spread of data) (Adam, 2021). These statistical measurements provide a brief and
relevant summary of the dataset, giving insights into its average, spread, and pattern. Using
descriptive statistics is a widely used method in data analysis, allowing researchers and
45
analysts to understand basic characteristics of the dataset before moving on to more
complicated studies. This summary helps to provide a better understanding of the overall
patterns and trends in the data, which may then be used as a basis for future research and
analysis.
3.11.2 Correlation
Correlation is a statistical concept that helps us understand the relationship or connection

between two variables. In simpler terms, it tells us whether and how two things are related.
When researcher say two variables are correlated, it means that a change in one variable might
be associated with a change in the other. (Shen et al., 2022). Correlation is measured by a
value called the correlation coefficient, which ranges from -1 to +1. A value of +1 indicates a
perfect positive correlation, -1 indicates a perfect negative correlation, and 0 means no
correlation. Understanding correlations is valuable in various fields, including research,
finance, and social sciences, as it helps us grasp the connections between different factors and
make informed predictions (Schober et al., 2018).
Variables Research Question Research Objective Data Analysis

Knowledge What is the To identify the Mean Analysis,
perception of School perception of School Frequency Analysis
Administrative Staff Administrative Staff Standard Deviation
regarding the regarding the
perception of perception of
Information and Information and
Communication Communication
Technology (ICT) Technology (ICT)
use based on use based on
knowledge? knowledge.
Skill What is the To identify the Mean Analysis,
46
use based on skills? use based on skills.
Attitute What is the To identify the Mean Analysis,
use based on use based on
attitude? attitude.
Attitude and What are the To identify Correlation
knowledge relationship between relationship between Significant Value
attitude perception attitude perception
and knowledge and knowledge
perception towards perception towards
the use of the use of
Technology (ICT) of Technology (ICT) of
School School
Administrative Administrative Staff.
Staff?
3.11 Summaries
This chapter has discussed the research methodology employed to ensure the achievement of the
intended research objectives. The study utilizes a quantitative approach and a survey research design to
gather information that addresses the research questions. The chosen research design is a survey study,
which offers several advantages compared to other research methods, making it suitable for achieving the
outlined objectives. The data collected through the survey questionnaire are analyzed using the SPSS
47
software. Descriptive statistics and inferential statistics are employed to analyze the data, providing
ansresearcherrs to the research questions. The subsequent chapter, Chapter 4, will delve into the
discussion and analysis of the research findings obtained from the survey questionnaire.
48
CHAPTER 4
ANALYSIS
4.1 Introduction
Chapter 4 of this research is dedicated to exploring the perspectives of the school

administrative staff within the Kuala Muda Yan District, who constitute the sample under
investigation, totaling 176 participants. The primary objective of this study is to delve into the
realm of Information Communication Technology (ICT) and assess the perception of
knowledge, skills, and attitudes prevalent among the school administrative staff in the district.
The chosen sample, comprising administrative staff members, serves as a representative group
for the study's examination into the intricate dynamics of ICT within the educational
administrative landscape. Through an in-depth analysis of the knowledge, skills, and attitudes
of the participants, this study endeavors to contribute valuable insights into the current state of
ICT adoption and utilization among school administrative staff in the Kuala Muda Yan
District. The investigation utilizes a comprehensive approach, employing various data
collection methods and statistical analyses, aligning with the research questions and objectives
outlined in Chapter 3. By scrutinizing the collected data, the study aims to provide a nuanced
understanding of the role and significance of ICT in the professional lives of school
administrative staff, paving the way for informed recommendations and potential avenues for
improvement in ICT integration within the educational administrative domain.
4.2 Analysis of Findings
This section provides an overview of the participants' demographics. The analysis was
conducted using descriptive statistics and frequency distribution in SPSS version 26 for the
176 school administrative staff within the Kuala Muda Yan District. The information collected
from respondents encompasses details such as gender, age, experience, educational
49
background, possession, and researcherekly duration. The results of this analysis are presented
in the table below. The researcher utilized descriptive statistics and Pearson's correlation to
analyze the findings. These data analysis techniques, namely descriptive statistics, and
Pearson's correlation, researcherre employed to understand and interpret the results
effectively.
4.3 Descriptive Statistic

This research used descriptive statistics to describe the characteristics of the respondents and
the main focus of the study, which is the intention to understand the perception of knowledge,
skills, and attitudes related to Information Communication Technology (ICT) among school
administrative staff in the Kuala Muda Yan District.
Variable Descriptions Frequency Percent

Male 111 63.1
Gender
Female 65 36.9
20 to 29 years old 70 39.8
30 to 39 years old 36 20.5
Age
40 to 49 years old 38 21.6
above 50 years old 32 18.2
less than 5 years 80 45.5
5 to 10 years 33 18.8
work Experience
11 to 15 years 34 19.3
more than 15 years 29 16.5
STPM 7 4
education bacground Diploma 14 8
Degree 155 88.1
6 to 10 hours 4 2.3
11 to 15 hour 29 16.5
researcherekly duration
16 to 20 hours 98 55.7
more than 21 hours 45 25.6
The analysis of the 176 samples reveals interesting insights into the perception of knowledge,
skills, and attitudes regarding Information Communication Technology (ICT) among school
administrative staff in the Kuala Muda Yan District.
50
The majority of respondents are male, constituting 63.1% of the sample, while females make
up 36.9%. This gender distribution suggests a higher representation of males in the school
administrative staff surveyed.
The age distribution shows that a significant portion of the respondents falls within the 20 to
29 years old category (39.8%). The distribution across other age groups is relatively balanced,
with 30 to 39 years old at 20.5%, 40 to 49 years old at 21.6%, and above 50 years old at
18.2%. This diverse age representation indicates a broad range of experience perceptions
among the school administrative staff.
The majority of respondents have less than 5 years of work experience (45.5%),
folloresearcherd by 11 to 15 years (19.3%), 5 to 10 years (18.8%), and more than 15 years
(16.5%). This distribution suggests a considerable proportion of relatively new staff, which
may have implications for their familiarity and comfort with ICT.
The educational background of the respondents is predominantly at the degree perception,

with 88.1%, while 8% hold a diploma, and a small percentage (4%) have completed STPM.
This high percentage of degree holders indicates a researcherll-educated sample.
Regarding the researcherekly duration spent on ICT-related activities, the highest percentage
falls within the 16 to 20 hours category (55.7%). This is folloresearcherd by more than 21
hours (25.6%), 11 to 15 hours (16.5%), and 6 to 10 hours (2.3%). The majority dedicating a
significant amount of time to ICT activities suggests an active engagement with technology in
their roles.
In conclusion, this demographic analysis provides a comprehensive overview of the school

administrative staff in the Kuala Muda Yan District, shedding light on their gender
distribution, age range, work experience, educational background, and the time they allocate
to ICT-related activities. These insights can be instrumental in understanding the context and
tailoring ICT initiatives to the specific needs of this group.
51
4.3.1 The perception of School Administrative Staff regarding the perception of
The overall analysis of the survey data provides valuable insights into the perception of
knowledge among school administrative staff regarding Information and Communication
Technology (ICT). The respondents' perceptions researcherre measured across different
categories: Hardware, Software, and Internet. Table 4.1 is about the finding data of
perception of School Administrative Staff regarding the perception of Information and
Communication Technology (ICT) use based on knowledge.
Hardware N Mean Std
i. I know how to use the keyboard. 176 4.1364 0.68755
ii. I know how to use the monitor. 176 4.0739 0.6416

iii. I know how to use the printer. 176 4.1446 0.79594
iv. I know how to use the Central Processing Unit,
176 4.0966 0.74588
CPU.
v. I know how to install drivers from a Compact
176 4.0909 0.60731
Disc, CD.
vi. I know how to assemble computer components
such as the mouse, keyboard, CPU, monitor, and printer into 176 4.0398 0.67917
a complete set.
Software N Mean Std
i. I know how to control Microsoft Word. 176 4.3125 0.55453
ii. I know the control of Microsoft Excel. 176 4.2386 0.5013
iii. I know how to control Microsoft Poresearcherr

176 4.1648 0.54627
Point.
iv. I know how to install new software into the
176 4.1818 0.59609
computer.
Internet N Mean Std
i. I know, to access information online. 176 4.0852 0.55406
ii. I know to download (download) and upload

176 4.1534 0.64524
(upload) files online.
52
iii. I know to control Google Drive. 176 4.1875 0.62707
iv. I know to control video conferencing. 176 4.0511 0.65264
v. I know to browse and operate a researcherb

176 4.0852 0.6578
vi. I know to handle Electronic Mail (Gmail,
176 4.0398 0.67917
Hotmail).
Table 4.1 ; The perception data of School Administrative Staff regarding the perception of
In terms of hardware knowledge, the respondents exhibited a strong understanding.

The mean scores for various hardware-related skills ranged from 4.0398 to 4.1446, indicating
a consistently high level of knowledge. Notably, the highest mean score was associated with
the statement "I know how to use the printer" with a mean of 4.1446, suggesting a particularly
robust understanding of printer operations among the respondents.
Similarly, the respondents displayed commendable knowledge of software-related
skills. The mean scores for software-related statements ranged from 4.1648 to 4.3125. The
statement "I know how to control Microsoft Word" garnered the highest mean score of
4.3125, reflecting a particularly strong perception of proficiency in using this software.
Concerning Internet-related skills, the respondents demonstrated a good level of
knowledge, with mean scores ranging from 4.0398 to 4.1875. "I know to control Google
Drive" obtained the highest mean score of 4.1875, indicating a notable familiarity and comfort
with this online storage service.
The overall analysis reveals that the respondents possess a high level of knowledge
across hardware, software, and internet-related skills. The mean scores consistently exceed 4,
indicating a positive perception of their capabilities in utilizing ICT tools. Notably, the highest
perceived knowledge is associated with the ability to control Microsoft Word, suggesting a
strong proficiency in word processing applications among the school administrative staff.
In summary, the survey results reflect a positive and robust perception of ICT
knowledge among the school administrative staff, with a particular emphasis on software-
related skills, notably Microsoft Word. This insight is valuable for understanding the strengths
and areas of expertise within the surveyed group, providing a foundation for tailored training
and development initiatives.
53
Information and Communication Technology (ICT) use based on skills.
Table 4.2 presents the survey findings on the perception of Information and Communication
Technology (ICT) use among School Administrative Staff, categorized based on skills. The
survey encompassed the evaluation of hardware, software, and internet-related skills,
providing a comprehensive overview of the respondents' perceptions in these key areas. The
table offers valuable insights into the staff's self-reported proficiency and comfort levels with
various ICT skills, contributing to a nuanced understanding of their technological capabilities.
Hardware N Mean Std
i. I’m good to use the keyboard. 176 4.0455 0.69132
ii. I’m good to use the monitor. 176 4.2102 0.62893

iii. I’m good to use the printer. 176 4.1543 0.64698
iv. I’m good to use the Central Processing Unit,
176 4.1080 0.62769
CPU.
v. I’m good to install drivers from a Compact
176 4.0284 0.69635
Disc, CD.
vi. I’m good to assemble computer components
such as the mouse, keyboard, CPU, monitor, and printer 176 4.0852 0.78457
into a complete set.
Software N Mean Std
i. I’m good to control Microsoft Word. 176 4.1420 0.69054
ii. I’m good the control of Microsoft Excel. 176 4.0227 0.67574
iii. I’m good to control Microsoft Poresearcherr

176 4.0455 0.63981
Point.
iv. I’m good to install new software into the
176 4.0682 0.63777
computer.
Internet N Mean Std
i. I’m good, to access information online. 176 4.1023 0.60549
ii. I’m good to download (download) and

176 4.0341 0.64938
upload (upload) files online.
54
iii. I’m good to control Google Drive. 176 4.1477 0.74894
iv. I’m good to control video conferencing. 176 4.1023 0.66830
v. I’m good to browse and operate a

176 4.0966 0.69017
researcherb browser (Yahoo,Google).
vi. I’m good to handle Electronic Mail (Gmail,
176 4.0341 0.70019
Hotmail).
Table 4.2: The data of perception of School Administrative Staff regarding the perception of
Information and Communication Technology (ICT) use based on Skill
The findings from the survey shed light on how School Administrative Staff perceive
their skills in using Information and Communication Technology (ICT). When it comes to
hardware skills, the respondents seem quite confident. They feel especially adept at using the
monitor and the printer, as indicated by the high mean scores of 4.2102 and 4.1543,
respectively. It's worth noting that the staff also demonstrated proficiency in assembling
various computer components into a complete set, with a mean score of 4.0852.
Moving on to software skills, the staff reported strong capabilities. They feel
particularly skilled in controlling Microsoft Word and using Microsoft Excel, with mean
scores of 4.1420 and 4.0227, respectively. Additionally, respondents expressed confidence in
installing new software into the computer (4.0682) and controlling Microsoft Poresearcherr
Point (4.0455).
In terms of internet-related skills, the staff indicated competence in various areas. They
reported being good at accessing information online (4.1023) and controlling Google Drive
(4.1477). Notably, respondents shoresearcherd high mean scores for their ability to handle
video conferencing (4.1023) and browse and operate researcherb browsers like Yahoo and
Google (4.0966).
Analyzing the overall results, it becomes apparent that the School Administrative Staff
holds a robust perceived skill set in utilizing ICT. Particularly, skills related to using the
monitor, Google Drive, and assembling computer components stand out with higher mean
scores, suggesting a commendable level of proficiency in these specific areas of ICT. The
reported standard deviations indicate relatively consistent responses across the surveyed skills,
55
pointing towards a consensus among respondents regarding their perceived ICT proficiency.
This collective skill set positions the School Administrative Staff as researcherll-equipped to
navigate the digital landscape and leverage technology for enhanced efficiency and
productivity in their administrative roles.

Information and Communication Technology (ICT) use based on attitude.
Table 4.3 encapsulates the outcomes of the survey regarding the attitudes of School
Administrative Staff toward the use of Information and Communication Technology (ICT).
The assessment delved into their levels of interest, commitment, and motivation in utilizing
ICT. The findings revealed that respondents exhibited a generally positive attitude, with
notable levels of interest and commitment, as reflected in the survey results. Additionally, the
data indicated a high motivation among School Administrative Staff in embracing ICT in their
professional responsibilities. This suggests a promising inclination toward the integration of
technology in their work, potentially fostering a conducive environment for ICT adoption and
utilization.
.
Interest, N Mean Std
i. If there is free time, I am tempted to use computer 4.0571 0.66708
176
tools, tabs or other communication tools.
ii. I was able to solve a minor malfunction in the 4.0455 0.67459
176
computer tools.
iii. I like to use ICT tools in completing my daily 4.0682 0.62875
176
affairs.
iv. ICT tools such as computers, tabs or 4.1080 0.68012
communication tools are always with me no matter where 176
they are.
v. I am very confident and believe ICT tools help a 4.0455 0.63081
176
lot in solving my daily problems.
4.1250 0.64697
vi. I like to learn all the downloadable software on the
176
computer.
56
vii. I like to surf the internet for additional and up-to- 4.1250 0.53050
176
date information.
viii. I can easily access all the information when using 4.0629 0.61732
176
the internet.
ix. I spend my free time surfing the internet. 176 4.0568 0.63889
x. I love exploring new fields on the internet. 176 4.0000 0.80000
Commitment, N Mean Std
i. I like to take ICT courses to improve my 3.8977 0.86242

176
computer skills.
ii. I'm willing to use some of my rest time to solve 4.0227 0.85493
176
problems involving ICT tools.
iii. I am willing to spend my free time helping to solve 4.1875 0.63612
176
technical problems involving ICT tools.
iv. I am willing to spend money to get the latest 4.1420 0.83306
176
software as researcherll as the latest ICT facilities.
v. I am willing to spend ringgit for me to attend ICT 4.1875 0.76649
176
skills improvement courses.
vi. I'm willing to teach other friends about ICT. 176 4.2955 0.58864
vii. My life environment has always been related to 4.1534 0.68809

176
ICT.
viii. Most of my files and documents are stored in 4.2330 0.63897
176
virtual applications (cloud storage, google storage)
ix. The internet line is important for me to always 4.3011 0.57091
176
access information.
x. I'm willing to teach other friends on matters 4.1023 0.60549
176
related to internet access.
Motivation N Mean Std
i. I feel good and more excited about using ICT . 176 4.1477 0.74894
ii. ICT gave me confidence in completing the task. 176 4.1023 0.66830
iii. The use of ICT increases motivation in my daily 4.0966 0.69017
176
life.
iv. The use of ICT is useful for developing my 4.0341 0.70019
176
professional field.
57
v. The use of ICT makes my work more efficient 176 4.0571 0.66708
vi. The use of ICT causes my work to be more 4.0455 0.67459
176
creative.
vii. I am very satisfied with using ICT. 176 4.0682 0.62875
viii. ICT helped me complete my task 176 4.0966 0.69017
ix. I will continue to use ICT tools in the future 176 4.0341 0.70019
Table 4.3: The data of perception of School Administrative Staff regarding the perception of
Information and Communication Technology (ICT) use based on attitude
The survey findings on the attitudes of School Administrative Staff toward

Information and Communication Technology (ICT) encompass three main dimensions:
Interest, Commitment, and Motivation. In this dimension, respondents demonstrated positive
inclinations. They expressed a tendency to use computer tools during free time, solve minor
malfunctions, and utilize ICT tools in daily affairs. The mean values ranged from 4.0000 to
4.1250, indicating a consistent and favorable interest in various ICT-related activities.
The commitment aspect revealed a strong willingness among School Administrative

Staff to invest time and resources in enhancing their ICT skills. Participants expressed
readiness to take ICT courses, allocate rest time for problem-solving, and even spend money
on the latest software and facilities. The mean values ranged from 3.8977 to 4.2955, reflecting
a high level of commitment to continuous improvement in ICT proficiency.
In terms of motivation, respondents displayed positive sentiments about the impact of

ICT on their professional and personal lives. They reported feeling good, confident, and
efficient when using ICT, attributing its use to increased creativity and task completion
satisfaction. The mean values for motivation-related statements ranged from 4.0341 to 4.1477,
underlining a consistently positive motivational outlook.
The School Administrative Staff's perceptions of ICT reflect a prevalent positive

attitude across Interest, Commitment, and Motivation dimensions. The highest mean values
researcherre observed in the Motivation dimension, particularly in statements related to
feeling good and excited about using ICT. This suggests a notable enthusiasm and positive
disposition among respondents towards integrating ICT into their professional roles. The
narrow standard deviations across the statements indicate a general consensus among
58
respondents in their perceptions, further emphasizing the uniformity in positive attitudes
toward ICT use.
4.4 Pearson Correlation
The Pearson correlation, a statistical measure, serves as a valuable tool for assessing the extent
of the relationship between two distinct variables. In the context of this study, it is employed
to examine the correlation between the attitudes and knowledge perceptions among School
Administrative Staff. By utilizing the Pearson correlation coefficient, researchers can quantify
and analyze the degree of closeness or association between these two crucial aspects.
This statistical tool provides insights into whether there is a positive or negative
correlation, as researcherll as the strength and direction of the relationship. A positive
correlation implies that as one variable increases, the other also tends to increase, while a
negative correlation suggests an inverse relationship. The correlation coefficient value,
ranging from -1 to 1, indicates the strength of the association, with higher absolute values
signifying a stronger correlation.
4.4.1 Relationship between attitude perception and knowledge perception
The hypothesis of the study is to ensure that:

Ho2: There is no relationship between attitude perception and knowledge perception
Table 4.4 presents the correlation analysis results between attitude perception and knowledge
perception among School Administrative Staff.
59
Variable Description Knowledge Attitude
Knowledge Pearson Correlation 1 .806**
Sig. (2-tailed) .000
N 176 176
Attitude Pearson Correlation .806** 1
Sig. (2-tailed) .000
N 176 176
Table 4.4: The data of Pearson Correlation within Knowledge and attitude perception
The Pearson correlation analysis conducted on the variables "Knowledge" and

"Attitude" among the School Administrative Staff yields important insights into the nature of
their relationship. The Pearson correlation coefficient between Knowledge and Attitude is
found to be highly significant at the 0.01 level (2-tailed), with a value of 0.806. This indicates
a strong positive correlation between the two variables.
That mean the alternative hypothesis is accepted:

The analysis demonstrates a highly significant and positive correlation between
Knowledge and Attitude among the School Administrative Staff. The strong association
suggests that individuals with higher levels of knowledge in Information and Communication
Technology (ICT) tend to exhibit more positive attitudes towards its use. The findings are
reliable, given the statistical significance and the ample sample size supporting the observed
correlation.
4.5 Conclusion
In conclusion, this chapter's data analysis plays a vital role in achieving the study's goal, which
is to understand the viewpoints of school administrative staff in the Kuala Muda Yan District.
The main focus was on assessing how these staff members perceive knowledge, skills, and
attitudes related to Information and Communication Technology (ICT). This in-depth
60
exploration provides valuable insights into the current awareness and proficiency in ICT
among the administrative staff.
The detailed discussions, recommendations, and final remarks based on these findings are
thoroughly covered in Chapter 5. This section goes deeper into the implications of the study's
results, offering practical insights and potential areas for improvement. By carefully
examining the data, the study contributes to a better understanding of the ICT landscape in the
context of school administration in the Kuala Muda Yan District.
61
CHAPTER 5
DISCUSSION AND CONCLUSION
5.1 Introduction
In this final chapter, the researcher talks about the main ideas from Chapter 4. They compare
and check the information they found. The chapter also talks about some problems the
researcher had while doing the study. The researcher looks at the results and finishes the study
by talking about what they learned about the chosen topic. In the last part of the study, the
researcher talks about the important things they found and understood from Chapter 4. They
look at the data to really understand what they discovered. The researcher also talks about the
difficulties they faced during the study, explaining the challenges they had. Additionally, they
look at and think about the results they got from analyzing the information. They want to give
a good understanding of what the findings mean. Finally, the study ends by summarizing all
the results and saying why they matter for the chosen research topic.
5.2 Evaluation of Findings
In Chapter 4, the researcher gathered information from 176 school administrative staff in the
Kuala Muda Yan District. The researcher used numbers to talk about the topics in the study,
and they also examined how things are connected using something called Pearson's
Correlation. The researcher had some ideas, called hypotheses, and they checked if they
researcherre right or not. The main focus was on understanding how things the researcher
measured, like knowledge, skill, and attitude about technology, are related. The results show
that knowledge and attitude are connected, and they work together in a good way.
62
5.2.1 To identify the perception of School Administrative Staff regarding the
perception of Information and Communication Technology (ICT) use based on
knowledge.
The survey results indicate a strong understanding of hardware-related skills among the
respondents, with mean scores ranging from 4.0398 to 4.1446. Particularly noteworthy is the
high mean score of 4.1446 associated with the statement "I know how to use the printer,"
suggesting a robust comprehension of printer operations. This aligns with Bartulović (2021),
who underscores the importance of effective administrative practices, including hardware use,
for predictive safety management systems in safety-critical industries like aviation.
Similarly, commendable knowledge of software-related skills is evident, with mean

scores ranging from 4.1648 to 4.3125. The highest mean score of 4.3125 for "I know how to
control Microsoft Word" emphasizes a strong perception of proficiency in this software. This
resonates with Egholm et al. (2019), emphasizing the significance of effective information
management in healthcare settings, where administrative staff need skills to manage and
process data efficiently.
Regarding internet-related skills, the respondents demonstrated good knowledge, with

mean scores ranging from 4.0398 to 4.1875. The highest mean score of 4.1875 for "I know to
control Google Drive" indicates notable familiarity and comfort with this online storage
service. Perrigot et al. (2017) highlight the value of online tools like Google Drive in
knowledge transfer mechanisms, supporting the importance of administrative staff possessing
skills in managing and sharing documents.
The overall analysis underscores that the respondents possess a high level of
knowledge across hardware, software, and internet-related skills, consistently exceeding a
mean score of 4. This positive perception aligns with Porta & Leban (2022), emphasizing the
importance of understanding and utilizing computer hardware and software in the workplace
for improved productivity and efficiency.
In conclusion, the study's findings are in line with existing literature, emphasizing the
critical role of administrative staff in possessing knowledge and proficiency in hardware,
software, and internet-related skills. The support from literature strengthens the significance of
63
these skills in ensuring smooth administrative operations, data management, workplace
productivity, and effective e-government and digitalization initiatives.

perception of Information and Communication Technology (ICT) use based on skills.
The survey findings reveal that School Administrative Staff perceive themselves as
highly skilled in utilizing Information and Communication Technology (ICT). In terms of
hardware skills, the respondents displayed confidence, particularly in using the monitor and
the printer, with mean scores of 4.2102 and 4.1543, respectively. The proficiency in
assembling computer components into a complete set, with a mean score of 4.0852, further
emphasizes their adeptness in hands-on hardware tasks. This aligns with Mietule et al. (2021),
emphasizing the importance of digital competencies for administrative staff, encompassing
various hardware operations.
Moving on to software skills, the staff reported strong capabilities, especially in

controlling Microsoft Word and using Microsoft Excel, with mean scores of 4.1420 and
4.0227. The confidence in installing new software into the computer (4.0682) and controlling
Microsoft Poresearcherr Point (4.0455) underscores their researcherll-rounded software
proficiency. Watson (2022) highlights the core skills in software engineering, emphasizing the
relevance of specific software-related skills for administrative staff in their tasks.
Regarding internet-related skills, the staff indicated competence in various areas, such
as accessing information online (4.1023) and controlling Google Drive (4.1477). Proficiency
in handling video conferencing (4.1023) and operating researcherb browsers like Yahoo and
Google (4.0966) reflects their versatility in online activities. The findings align with Sukendro
et al. (2020), emphasizing the significance of understanding e-learning and utilizing online
resources for effective administrative performance.
The overall analysis suggests that the School Administrative Staff possesses a robust
skill set in utilizing ICT, particularly excelling in specific areas like using the monitor, Google
Drive, and assembling computer components. The consistent responses indicated by standard
deviations further highlight a consensus among respondents regarding their perceived ICT
proficiency. This collective skill set positions them researcherll to navigate the digital
64
landscape and leverage technology for enhanced efficiency and productivity, supporting the
literature's emphasis on the broader digital competencies required for administrative functions.
In conclusion, the findings are in harmony with the existing literature, emphasizing the
essential role of comprehensive digital competencies for administrative staff. The support
from literature strengthens the significance of hardware, software, and internet-related skills,
showcasing their collective impact on effective administrative operations in today's digital
age.

perception of Information and Communication Technology (ICT) use based on attitude.
The survey findings illuminate the positive attitudes of School Administrative Staff
toward Information and Communication Technology (ICT) across three dimensions: Interest,
Commitment, and Motivation. Respondents consistently expressed a favorable interest in
various ICT-related activities, such as using computer tools during free time and solving
minor malfunctions, with mean values ranging from 4.0000 to 4.1250. This resonates with
existing literature, particularly Scherer et al. (2018), who emphasize that a positive attitude
toward ICT is a critical factor for successful technology integration, reflecting an optimistic
and enthusiastic approach toward leveraging its potential.
In terms of Commitment, School Administrative Staff exhibited a strong willingness to

invest time and resources in enhancing their ICT skills. Their readiness to take ICT courses,
allocate rest time for problem-solving, and spend money on the latest software and facilities
resulted in mean values ranging from 3.8977 to 4.2955. This aligns with Mumtaz (2000),
highlighting that commitment in using ICT reflects the dedication of staff members to make
technology an essential and effective part of their daily work.
Regarding Motivation, respondents demonstrated positive sentiments about the impact

of ICT on their professional and personal lives. They reported feeling good, confident, and
efficient when using ICT, attributing its use to increased creativity and task completion
satisfaction. Mean values for motivation-related statements ranged from 4.0341 to 4.1477.
This resonates with the notion that motivated staff actively seek opportunities to learn, keep
up with tech trends, and find ways to use ICT in their roles (Aunis, 2016; Yang et al., 2017).
65
The highest mean values researcherre observed in the Motivation dimension,
particularly in statements related to feeling good and excited about using ICT. This aligns with
Scherer et al. (2018), emphasizing that individuals with a positive attitude actively seek
opportunities to integrate technology into their daily lives and work environments. The narrow
standard deviations across the statements indicate a general consensus among respondents in
their perceptions, further emphasizing the uniformity in positive attitudes toward ICT use.
In summary, the School Administrative Staff's positive attitudes toward ICT, spanning
Interest, Commitment, and Motivation, align with existing literature emphasizing the
significance of a positive mindset for successful technology integration. Their enthusiasm and
positive disposition toward integrating ICT into their professional roles showcase a readiness
to embrace technological advancements, contributing to a culture of innovation within the
administrative context.
5.2.4 To Identify the relationship between attitude perception and knowledge

perception towards the use of Information and Communication Technology (ICT) of
School Administrative Staff.
The Pearson correlation analysis conducted on the variables "Knowledge" and

"Attitude" among School Administrative Staff provides valuable insights into the relationship
between these two dimensions. The Pearson correlation coefficient of 0.806, deemed highly
significant at the 0.01 level (2-tailed), indicates a strong positive correlation between
Knowledge and Attitude.
Literature supports the notion that a positive correlation between knowledge and
attitude is a common finding in various contexts, particularly in the realm of technology
adoption and utilization. Scherer et al. (2018) emphasize that individuals with higher levels of
knowledge about a particular technology tend to exhibit more positive attitudes toward its use.
This aligns with the findings among School Administrative Staff, indicating that as their
knowledge of Information and Communication Technology (ICT) increases, so does their
positive attitude toward its use.
The observed correlation coefficient of 0.806 signifies a robust positive association,

suggesting that individuals with a deeper understanding of ICT tend to have more favorable
66
attitudes toward incorporating it into their professional roles. This aligns with the idea that
knowledge acts as a catalyst for positive attitudes, fostering a mindset of acceptance and
enthusiasm toward technology (Ajzen, 1991). Moreover, research by Rogers et al. (2019)
supports the idea that individuals with higher levels of knowledge are more likely to adopt and
use technology effectively.
The alternative hypothesis (Ha1) stating that there is a relationship between attitude
perception and the perception of knowledge toward the use of ICT among School
Administrative Staff is accepted based on the strong positive correlation observed. This
finding emphasizes the interconnectedness of knowledge and attitude, reinforcing the idea that
individuals who possess a solid understanding of ICT are more inclined to embrace it
positively.
In conclusion, the Pearson correlation analysis reveals a highly significant and positive
relationship between Knowledge and Attitude among School Administrative Staff. This
correlation is consistent with existing literature, highlighting that knowledge acts as a key
driver for fostering positive attitudes toward the use of technology. The findings contribute to
the broader understanding of the dynamics between knowledge and attitude, emphasizing their
interconnected nature within the context of ICT adoption among administrative staff.
5.3 Limitation
In our journey to unravel the perceptions and skills of School Administrative Staff
regarding Information and Communication Technology (ICT) within the Kuala Muda Yan
District, researcher encountered some limitations that are crucial to acknowledge. These
limitations shape the boundaries of our study and provide insights into areas where caution
and consideration are warranted.
One significant limitation pertains to the concept of limited generalizability. Our

study's focal point was the School Administrative Staff in the Kuala Muda Yan District, and
while this alloresearcherd for an in-depth examination within a specific context, it inherently
restricts the generalizability of our findings. The unique characteristics, organizational
structures, and ICT infrastructures within this district may not perfectly mirror those of other
regions or types of educational institutions. Consequently, applying our results universally
may not capture the diverse nuances of administrative staff in different contexts.
67
Understanding that educational landscapes can vary, it is essential to tread carefully when
extending our conclusions beyond the boundaries of the Kuala Muda Yan District.
Another noteworthy limitation revolves around the potential influence of self-report

bias. As researcher delved into the perceptions and attitudes of School Administrative Staff,
our reliance on self-reported responses opens the door to a form of bias. Participants may have
been inclined to present themselves more favorably or align their responses with perceived
expectations. This tendency, known as social desirability bias, introduces a layer of
subjectivity that might affect the accuracy of our findings. Despite our efforts to ensure
confidentiality, the inherent nature of self-reporting introduces the possibility of response
inaccuracies. Future endeavors in this area might benefit from incorporating diverse data
collection methods, such as direct observation or objective assessments, to provide a more
comprehensive understanding of ICT proficiency among administrative staff.
In conclusion, while our study has provided valuable insights into the ICT landscape of
School Administrative Staff in the Kuala Muda Yan District, researcher acknowledge these
limitations as crucial signposts in our research journey. Navigating the terrain of educational
technology perceptions requires a nuanced understanding of the study's scope and the
considerations that accompany it. As researcher reflect on our findings, these limitations
prompt us to approach the broader landscape of ICT proficiency in educational institutions
with a mindful and informed perspective.
5.4 Future Research
Future research endeavours could benefit from expanding the scope of the study
population. While our current study focused on School Administrative Staff within the Kuala
Muda Yan District, considering a more diverse and widespread sample could offer a broader
understanding of ICT proficiency. Including administrative staff from various districts,
educational levels, or even different types of institutions, such as primary schools, secondary
schools, and higher education, would provide a more comprehensive perspective on the
challenges and strengths in ICT proficiency.
Exploring alternative research methodologies could contribute to a richer analysis. Our

study primarily relied on survey-based self-reports. Future research could incorporate
qualitative methods, such as interviews or focus group discussions, to delve deeper into the
68
experiences, perceptions, and challenges faced by School Administrative Staff regarding ICT.
A mixed-methods approach, combining quantitative and qualitative data, could provide a
more holistic view, allowing for a nuanced understanding of the complex dynamics
surrounding ICT proficiency.
Further investigations could refine and expand the variables under examination. For
instance, breaking down the "knowledge" variable into subcategories such as hardware,
software, and internet-related knowledge may offer more detailed insights. Additionally,
exploring additional variables, such as the availability of ICT resources, training opportunities,
or institutional support, could provide a comprehensive framework for assessing ICT
proficiency among administrative staff.
Future research could incorporate a feedback loop mechanism to enhance participant

engagement. Establishing channels for ongoing communication with the respondents, perhaps
through follow-up surveys or focus group sessions, could provide valuable insights into the
evolving nature of ICT proficiency. This iterative approach allows researchers to capture
longitudinal changes, address emerging challenges, and adapt interventions based on
continuous feedback from the School Administrative Staff.
To capture the dynamics of ICT proficiency over time, longitudinal studies could be
conducted. Tracking the same cohort of administrative staff members over an extended period
would enable researchers to observe the trajectory of their ICT skills, identify factors
influencing changes, and assess the long-term impact of interventions. This approach adds a
temporal dimension to the research, offering a more nuanced understanding of the evolving
landscape of ICT proficiency.
In conclusion, these suggestions aim to guide future researchers in advancing our

understanding of ICT proficiency among School Administrative Staff. By widening the scope,
diversifying methodologies, refining variables, and incorporating respondent feedback loops,
future studies can contribute to a more comprehensive and dynamic comprehension of the
challenges and opportunities in this critical domain.
69
5.5 Recommendation
Enhancing Information and Communication Technology (ICT) proficiency among

school administrative staff is crucial for promoting efficient school management, fostering a
positive ICT culture, and ultimately improving educational outcomes. Tailoring training
programs, allocating resources, and promoting a positive ICT culture are essential components
in achieving this goal.
Training programs tailored to the specific needs of school administrative staff are
essential for enhancing ICT proficiency. A study on ICT leadership of school administrators in
Thailand revealed the importance of establishing visions and guidelines for school work
related to ICT, setting strategies, and providing technological support for instruction and
learning. Additionally, developing plans for enhancing teachers' and staff's skills in working
with technology is crucial for effective ICT integration in schools .
Resource allocation is another critical aspect of enhancing ICT proficiency among

school administrative staff. An empirical study on the correlation between teacher efficacy
and ICT infrastructure emphasized that enhanced teacher efficacy accelerates the
strengthening of ICT infrastructure. This underscores the importance of providing adequate
resources to support the development of ICT proficiency among school staff .
Promoting a positive ICT culture within schools is essential for creating an

environment conducive to ICT proficiency. In the context of vocational technical high schools
in Indonesia, it was emphasized that school administrators, staff, and teachers should be
researcherll-prepared to face the new culture of teaching and learning skills required for 21st-
century education. This highlights the importance of fostering a positive ICT culture to meet
the evolving demands of education .
Furthermore, the impact of principals' use of ICT in effective administration in public

secondary schools in Fako Division demonstrated the potential of ICT in enhancing
administrative planning, organizing, and monitoring activities. This underscores the
importance of promoting a positive ICT culture to leverage the benefits of ICT in school
administration .
70
In addition to these recommendations, it is essential to consider the specific needs and
challenges faced by school administrative staff. For instance, a study on the impact of ICT
usage on early adolescents' reading proficiency highlighted the complex relationship between
ICT use at school and students' reading achievement. Understanding these complexities is
crucial for tailoring training programs and resource allocation to address the specific needs of
school administrative staff .
Moreover, it is important to consider the role of stakeholders, including the Ministry of

Education, school directors, and head teachers, in promoting access to electronic information
resources and providing support for teachers' access to ICT resources. This collaborative
approach is essential for creating a positive ICT culture and enhancing ICT proficiency among
school administrative staff .
In conclusion, enhancing ICT proficiency among school administrative staff requires a

multifaceted approach that includes tailored training programs, resource allocation, and the
promotion of a positive ICT culture. By addressing these aspects, schools can effectively
support their administrative staff in developing the necessary ICT skills and knowledge to
meet the evolving demands of education in the 21st century.
5.6 Conclusion
In conclusion, the study looked at how School Administrative Staff feel about using
computers and technology in their work. Researcher found that they generally like using
computers and are interested in learning more. They also feel confident about their skills,
especially in using software like Microsoft Word and controlling Google Drive.
The study shows that School Administrative Staff have a positive attitude towards
technology, and they are committed to getting better at it. They even feel motivated and
excited when using computers for their work. This is great news because it means they are
open to using technology to make their jobs easier.
To help them even more, researcher suggest having special training programs that
focus on their needs. These programs should cover different skills like using hardware,
software, and the internet. Making sure they have the right resources, like updated computers
71
and good internet, is also important. Creating a friendly and supportive atmosphere where
staff can help each other is a good idea too.
In the end, the goal is to make sure School Administrative Staff feel confident and
comfortable using technology. This way, they can do their jobs better and be ready for any
new challenges that come their way. The study helps us understand how to support our School
Administrative Staff in using technology in a way that suits them best.
References
Ab. Aziz Yusof. 2012. Pengurusan Pembangunan Organisasi: Teori dan Amalan. Kuala Lumpur:
Dewan Bahasa dan Pustaka
Abdul-Samad, Z. & Kulandaisamy, P. (2022). Cost management for information and
communication technology projects. Journal of Engineering Project and Production
Management, 12(2), 166-178. https://doi.org/10.32738/jeppm-2022-0015
Abosede, O. (2020). Diffusion of innovation theory: an effective approach to accelerate

adoption of information and communication technology in twenty-first century knowledge
society. International Journal of Innovative Research and Development, 9(4).
https://doi.org/10.24940/ijird/2020/v9/i4/apr20061
Aheisibwe, I. & Sprito, B. (2020). Utilization of information communication technologies in

effective administration of secondary schools in mitooma district of uganda. African Journal
of Teacher Education, 9, 140-151. https://doi.org/10.21083/ajote.v9i0.5916
Ahmad, A., Arshad, N., & Aris, S. (2018). The relationship between procurement officers,
project management success and procurement procedure in ict public outsourcing: a
systematic literature review. International Journal of Engineering & Technology, 7(3.20), 66.
https://doi.org/10.14419/ijet.v7i3.20.18733
Akah, L., Owan, V., Alawa, D., Ojie, F., Usoro, A., Dada, O., … & Neji, H. (2022). Ict
deployment for teaching in the covid-19 era: a quantitative assessment of resource
availability and challenges in public universities. Frontiers in Education, 7.
https://doi.org/10.3389/feduc.2022.920932
Alazzam, A., Bakar, A., Hamzah, R., & Asimiran, S. (2012). Effects of demographic
characteristics, educational background, and supporting factors on ict readiness of technical
and vocational teachers in malaysia. International Education Studies, 5(6).
https://doi.org/10.5539/ies.v5n6p229
Allanson, P. E., & Notar, C. E. (2020). Statistics as measurement: 4 scales/levels of

measurement. Education Quarterly Reviews, 3(3).
72
Arora, A. (2021). Determinants of fdi in the computer software and hardware sector in india.
International Journal of Foreign Trade and International Business, 3(1), 62-66.
https://doi.org/10.33545/26633140.2021.v3.i1a.54
Arvidsson, R. (2019). On the use of ordinal scoring scales in social life cycle assessment. The
International Journal of Life Cycle Assessment, 24(3), 604-606.
Balakrishnan Parasuraman. 2001. Isu-Isu Pekerjaan dalam Organisasi Industri dan

Perindustrian. Kota Kinabalu: Universiti Malaysia Sabah.
Bartulović, D. (2021). Predictive safety management system development. Transactions on
Maritime Science, 10(1). https://doi.org/10.7225/toms.v10.n01.010
Bigi, M., Greenan, N., Hamon-Cholet, S., & Lanfranchi, J. (2018). The human sustainability
of ict and management changes: evidence for the french public and private sectors.
Sustainability, 10(10), 3570. https://doi.org/10.3390/su10103570
Brace, I. (2018). Questionnaire design: How to plan, structure and write survey material for
effective market research. Kogan Page Publishers.
Bukvić, I. and Babić, I. (2021). The impact of government measures on business development
in the ict sector. International Journal of Industrial Engineering and Management, Volume
12(Issue 1), 63-72. https://doi.org/10.24867/ijiem-2021-1-277
Buriro, A. G., Awan, J. H., & Lanjwani, A. R. (2017). Interview: A research instrument for
social science researchers. International Journal of Social Sciences, Humanities, and
Education, 1(4), 1-14.
Camngca, V., Amoah, C., & Ayesu-Koranteng, E. (2022). Underutilisation of information

communication and technology in the public sector construction project’s implementation.
Journal of Facilities Management. https://doi.org/10.1108/jfm-10-2021-0128
Christensen, L., Rikhardsson, P., Rohde, C., & Batt, C. (2018). Changes to administrative
controls in banks after the financial crisis. Qualitative Research in Accounting &
Management, 15(2), 161-180. https://doi.org/10.1108/qram-12-2016-0088
Chung, Hui Ching,Melvina and Jamaludin Badusah, (2010) Sikap guru Bahasa Melayu
terhadap penggunaan teknologi maklumat dan kKomunikasi (ICT) dalam pengajaran di
Sekolah-sekolah Rendah di Bintulu, Sarawak. Jurnal Pendidikan Malaysia, 35 (1). pp. 59-65.
ISSN 0126-6020 / 2180-0782
Chyung, S. Y., Roberts, K., Swanson, I., & Hankinson, A. (2017). Evidence-based survey
design: the use of a midpoint on the likert scale. Performance Improvement, 56(10), 15-23.
https://doi.org/10.1002/pfi.21727
Delina, M., Iswanto, B., Sugiyanta, L., Madani, F., Muhasyah, S., Fauzi, M., … & Fauzan, A.
(2021). Ict literacy for indonesian workers in singapore. Perduli Jurnal Pengabdian Kepada
Masyarakat, 2(01), 44-50. https://doi.org/10.21009/perduli.v2i01.23955
73
Egholm, C., Helmark, C., Doherty, P., Nilsen, P., Zwisler, A., & Bunkenborg, G. (2019).
“struggling with practices” – a qualitative study of factors influencing the implementation of
clinical quality registries for cardiac rehabilitation in england and denmark. BMC Health
Services Research, 19(1). https://doi.org/10.1186/s12913-019-3940-5
Ghavifekr, S., Afshari, M., & Seger, S. (2013). Ict application for administration and
management: a conceptual review. Procedia - Social and Behavioral Sciences, 103, 1344-
1351. https://doi.org/10.1016/j.sbspro.2013.10.705
Heddeghem, W., Lambert, S., Lannoo, B., Colle, D., Pickavet, M., & Demeester, P. (2014).
Trends in worldwide ict electricity consumption from 2007 to 2012. Computer
Communications, 50, 64-76. https://doi.org/10.1016/j.comcom.2014.02.008
Hoesni, W., Hassan, F., Ajmain, M., & Rosli, N. (2020). The effects of ict towards students’
attitude. Khazanah Pendidikan Islam, 2(2), 90-99. https://doi.org/10.15575/kp.v2i2.9270
Holtgrewe, U. (2014). New new technologies: the future and the present of work in
information and communication technology. New technology, work and employment, 29(1),
9-24.
Jony, S., Kano, T., Hayashi, R., Matsuda, N., & Rahman, M. (2022). An exploratory study of
online job portal data of the ict sector in bangladesh: analysis, recommendations and
preliminary implications for ict curriculum reform. Education Sciences, 12(7), 423.
https://doi.org/10.3390/educsci12070423
Jung, B., Lee, W., & Weber, D. (2014). Financial reporting quality and labor investment
efficiency. Contemporary Accounting Research, 31(4), 1047-1076.
https://doi.org/10.1111/1911-3846.12053
Kamaruddin, N. ( 2018). Persepsi penggunaan teknologi Maklumat Komunikasi (TMK) dalam

kalangan guru rekabentuk Teknologi skeolah rendah, daerah Batu Pahat, Johor.Master
Thesis.Universiti teknologi Tun Hussein Onn.
Komosinski, M. (2018). Universes and simulations: civilizational development in nested

embedding. Foundations of Computing and Decision Sciences, 43(3), 181-205.
https://doi.org/10.1515/fcds-2018-0010
Krosnick, J. A., Judd, C. M., & Wittenbrink, B. (2018). The measurement of attitudes. In The
handbook of attitudes, Volume 1: Basic principles (pp. 45-105). Routledge.
Kunkel, J. and Dolz, M. (2018). Understanding hardware and software metrics with respect to
power consumption. Sustainable Computing Informatics and Systems, 17, 43-54.
https://doi.org/10.1016/j.suscom.2017.10.016
Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration
of ICT in teaching/learning process. Educational Media International, 55(1), 79-105.
Leo, J. (2022). Impact of information and communication technology on public sector
productivity growth in nigeria. International Journal of Research and Scientific Innovation,
09(12), 14-21. https://doi.org/10.51244/ijrsi.2022.91202
74
Leppink, J., O’sullivan, P., & Winston, K. (2017). Evidence against vs. in favour of a null
hypothesis. Perspectives on medical education, 6, 115-118.
Mian, R., Shintani, M., & Inoue, M. (2020). Cycle-accurate evaluation of software-hardware
co-design of decimal computation in risc-v ecosystem..
https://doi.org/10.48550/arxiv.2003.05315
Mumtaz, S. (2000). Factors affecting teachers' use of information and communications

technology: a review of the literature. Journal of information technology for teacher
education, 9(3), 319-342.
Nguyen, H. H. and Duong, C. D. (2021). Dataset on the effect of perceived educational

support on entrepreneurial intention among vietnamese students. Data in Brief, 35, 106761.
https://doi.org/10.1016/j.dib.2021.106761
Nyasulu, C. and Chawinga, W. (2018). The role of information and communication

technologies in the delivery of health services in rural communities: experiences from
malawi. Sa Journal of Information Management, 20(1).
https://doi.org/10.4102/sajim.v20i1.888
Panir, M., Xu, X., & Z, M. (2019). Integration of ict with knowledge management to foster
digital innovation: the case of bangladesh public sector. SSRN Electronic Journal.
https://doi.org/10.2139/ssrn.3462359
Rais, R. A., & bin Mohd Rashid, S. M. (2023). Practice Knowledge of the Use of Teaching
Technology Materials amwong Preschool Teachers.
Ramafi, P. (2022). Investigating the barriers of ict use in teaching and learning at public
schools in south africa. ICONIC, 2022, 92-102. https://doi.org/10.59200/iconic.2022.010
Razak, N., Jalil, H., Krauss, S., & Ahmad, N. (2022). Teachers' successful information and
communication technology integration in primary school. International Journal of
Information and Communication Technology Education, 17(4), 1-18.
https://doi.org/10.4018/ijicte.20211001.oa4
Rubery, J., & Grimshaw, D. (2001). ICTs and employment: The problem of job quality. Int'l
Lab. Rev., 140, 165.
Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward
technology for pre-service teachers' technological, pedagogical, and content knowledge:
comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67-
80. https://doi.org/10.1016/j.chb.2017.11.003
Schober, Patrick & Boer, Christa & Schwarte, Lothar. (2018). Correlation Coefficients:
Appropriate Use and Interpretation. Anesthesia & Analgesia. 126. 1.
10.1213/ANE.0000000000002864.
Sekaran, U. (2003). Research and Markets: Research Methods for Business - A Skill Building
Approach. John Wiley & Sons. https://doi.org/http://dx.doi.org/10.1108/17506
200710779521
75
Shen, C., Panda, S., & Vogelstein, J. T. (2022). The chi-square test of distance
correlation. Journal of Computational and Graphical Statistics, 31(1), 254-262.
Sileyew, K. J. (2019). Research design and methodology. Cyberspace, 1-12.
Solarin, S., Shahbaz, M., Khan, H., & Razali, R. (2019). Ict, financial development, economic
growth and electricity consumption: new evidence from malaysia. Global Business Review,
22(4), 941-962. https://doi.org/10.1177/0972150918816899
Sugebo, T. and Sekhar, K. (2020). Current status, challenges, and opportunities of e‐

government in ethiopia: the case of wachemo university. Journal of Public Affairs.
https://doi.org/10.1002/pa.2432
Tegegne, M. and Wubante, S. (2022). Identifying barriers to the adoption of information

communication technology in ethiopian healthcare systems. a systematic review. Advances
in Medical Education and Practice, Volume 13, 821-828.
https://doi.org/10.2147/amep.s374207
Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what
matters in the training of pre-service teacher's ict competencies. Computers & Education,
122, 32-42. https://doi.org/10.1016/j.compedu.2018.03.002
Travers, J. C., Cook, B. G., & Cook, L. (2017). Null hypothesis significance testing and p
values. Learning Disabilities Research & Practice, 32(4), 208-215.
Turan, F. and Verbauwhede, I. (2020). Trust in fpga-accelerated cloud computing. Acm

Computing Surveys, 53(6), 1-28. https://doi.org/10.1145/3419100
Wu, S., Straub, D., & Liang, T. (2015). How information technology governance mechanisms
and strategic alignment influence organizational performance: insights from a matched
survey of business and it managers. Mis Quarterly, 39(2), 497-518.
https://doi.org/10.25300/misq/2015/39.2.10
Xiao, Q., Zheng, S., Wu, B., Xu, P., Qian, X., & Liang, Y. (2021). Hasco: towards agile
hardware and software co-design for tensor computation..
https://doi.org/10.48550/arxiv.2105.01585
Yang, C., Hsu, C., Chan, Y., & Shen, Y. (2019). On construction of a cloud storage system
with heterogeneous software-defined storage technologies. Human-Centric Computing and
Information Sciences, 9(1). https://doi.org/10.1186/s13673-019-0173-x
Yang, Z., Sun, J., Zhang, Y., Wang, Y., & Cao, L. (2017). Employees’ collaborative use of
green information systems for corporate sustainability: Motivation, effort and
performance. Information Technology for Development, 23(3), 486-506.
Zainuddin, Y. & Noor, A. (2019). The role of job embeddedness and organizational
continuance commitment on intention to stay: development of research framework and
hypotheses. Kne Social Sciences. https://doi.org/10.18502/kss.v3i22.5108
76
Zhang, X., Shinozuka, M., Tanaka, Y., Kanamori, Y., & Masui, T. (2021). How ict can
contribute to realize a sustainable society in the future: a cge approach. Environment
Development and Sustainability, 24(4), 5614-5640. https://doi.org/10.1007/s10668-021-
01674-9
Zuhrie, M., Munoto, M., Anifah, L., & Hasanah, N. (2020). Learning tool for robotics basic
programming based on contextual teaching and learning to improve problem-solving skills.
Jurnal Pendidikan Teknologi Dan Kejuruan, 26(1), 76-82.
https://doi.org/10.21831/jptk.v25i1.22856
77

ADS555_BESARI (4)

Uploaded by

Document Informationclick to expand document informationADS555

Document Informationclick to expand document information

Copyright:

Available Formats

ADS555_BESARI (4)

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ADS555_BESARI (4)

Uploaded by

Copyright:

Available Formats

FACULTY OF ADMINISTRATIVE SCIENCE AND POLICY STUDIES

BACHELOR OF ADMINISTRATIVE SCIENCE (HONOR) AM228

ADS555: APPLIED RESEARCH PROJECT

Knowledge, Skill and Attitude of

BESARI BIN MD DAUD

ASC. PROF DR ZAHERAWATI BINTI ZAKARIA

Name of Supervisor : Associate Prof Dr Zaharewati bt Zakaria

Besari Bin Md Daud

CLEARANCE FOR SUBMISSION OF THE RESEARCH PROPOSAL BY THE SUPERVISOR i

The integration of Information and Communication Technology (ICT) in administrative

1.2 Background of study

Within the context of organisational frameworks, incorporating information and

In addition, the comprehensive performance of organisations is inextricably connected

In recent research, Tondeur et al., (2018), shed light on current shortcomings in

Furthermore, according to Alazzam et al. (2012), one of the key obstacles to

1.3 Problem Statement

The integration of Information and Communication Technology (ICT) within organizational

1.4 Research Question

1. What is the perception of School Administrative Staff regarding the perception of

1.5 Research Objective.

1.6 Scope of Study

1.7 Significant of the Study

1.7.1 School Administrative Staff

1.7.2 Organizational Management

1.7.3 Public Sector Organizations

1.8 Definition of Terms

1.8.1 Information and Communication Technology (ICT)

1.8.2 Usage Perceptions

In this study knowledge defines as the comprehensive understanding and proficiency

In this study, the term "skill" pertains to a range of computer-related abilities.

In this study, the attitudes of administrative personnel towards utilising Information

LITERATURE REVIEW & CONCEPTUAL FRAMEWORK

2.2 Development of ICT in Government Sector

In addition, the information and communications technology industry has been

In the field of information and communications technology (ICT), researcher have

The growth of information and communications technology (ICT) in Malaysia's

2.3 Technology Acceptance Model (TAM)

An information system theory known as the Technology Acceptance Model (TAM)

Attitude to Behavioural bias Actual system

2.5 Knowledge in ICT

Furthermore, the operational skills of administrative staff in managing data stored on

In addition, the operational skills of administrative staff in using computer hardware

Moreover, the proficiency of administrative staff in using computer hardware and

Moreover, the proficiency of administrative staff in using Microsoft Office

Furthermore, the ability to handle video conferences is essential for administrative

The proficiency of administrative staff in handling email is essential for effective

2.6 Skills in ICT

In conclusion, the effective operation and use of computer equipment by

To effectively perform administrative tasks that involve computer-related software,

In conclusion, administrative staff should be equipped with the necessary software-

In conclusion, the proficiency of administrative staff in utilizing internet resources is

2.7 Attitude to practice in ICT

2.7.1 Interest using ICT

A positive attitude towards ICT is equally impactful in professional settings.

2.7.2 Commitment in Using ICT

2.7.3 Motivation in Using ICT:

2.8 Conceptual Framework

Independent variables Dependent variables