School administration is a key determinant for the realization of desired outcomes and success in both public and private schools hence is seen as critical by all stakeholders.  Gray and   Smith (2007) observe that the twenty-first century principal administrator faces numerous challenges emanating   from   the   technology.   Information   and   Communication   Technologies   (ICT)   are increasingly used and viewed as important in all spheres of operation including education. This requires  effective  and dynamic  school administration.     (In this study, Information  and Communication  Technologies,  ICT,  refers  to  technologies  that  provide  access  to  information through telecommunications  in general but specifically to computers.)
 
Consequently,   Whitehead,   Jensen,  and     Boschee  (2003)  are  concerned   that  “the  current movement toward putting the latest technology into classrooms is causing educators to reassess school programs and policies and to examine the impact computers and other data-processing equipment are having on teaching and learning” (p. 3).
 
Due  to  these  rapid  changes,  administrators  and  other  educators  globally  are  compelled  to carefully analyse the academic and social needs of their students. Maki (2008) stipulates that ICT plays a vital role in supporting powerful, efficient management and administration in the education sector:   technology  can be used from student  administration  (i.e., students’  record)  to various resource  administration  in an education  institution.  According  to Zainally  (2008), “ICT provides several facilities and possibilities for educational administrators to perform their tasks” (p. 283). In
 
 
 
this regard, Voogt and Knezek (2008) observe that the development of computer technology from processing information to supporting communication augmented its potential for education. Our society, without exception,  is in transition  towards  an information  society due to the enormous impact  of these  technologies  in all facets  of life. However,  the importance  and use of ICT in schools  in  Kenya  differ  from  one  district  to  the  other  due  to  a  number  of  factors  including academic, economic, political, and cultural levels of development.
 
Although ICT use in secondary school administration in Kenya and Kuria Districts in particular, appears  to be a new  concept  and a complex  change,  Fullan  (1993)  advises  that there  is an urgent need to unpack the complexity  of change to provide guidance  for those who must deal with it. Also, Day and  Leithwood (2007) remark that this is the ‘golden age’ of school leadership change. Educators should re-examine  their attitudes, perceptions,  plans, and implementation  of ICT in their daily administrative operations however challenging it might be. This is central to the success with which favoured solutions actually work in schools. If the new technology is being embraced  by students  and teachers,  including  computers  as educational  tools; it is imperative that school administrators, as key educators, also embrace it for effective administration.
 
Since  the  mid-1980s,  the  scope  and  pace  of  change  around  the  world  have  accelerated dramatically. The work of administrators has changed in organizations, including schools, from manual and mechanical to electronic data processing, storage, output, and communication hence the importance of ICT use. Taylor and Hogenbirk (2001) suggest that the transformational rate of change  might  find  professionals  outdated  in  their  own  profession,  thus  countries  that  do  not integrate policies of scientific and technology development with education components will be left behind.
 
Kuria District Secondary School educators are no exception; they face the challenge of change in their operations.  Hallinger (1995) says
Increased access internationally to ICT has also had an impact on administration of organizations…thus   an  understanding   of  how   culture   shapes   both   the  nature   of leadership and the portability of knowledge is increasingly salient to both scholars and professionals throughout the world (pp. 1, 4 ).
 
This  study  endeavoured  to  establish  educators’  perceptions  of  the  importance  and  extent  to which administrators  use ICT, which had not previously been explored in this area. The findings would be used to recommend possible measures to be taken by the Ministry of Education, school managers,  school administrators  and other interested  stakeholders  for effective  school administration.
 
Administrators’  participation in professional development is crucial for any meaningful change to occur as they have a vital role to play. Data use in school administration  currently ranges over multiple areas, informing administrators about demographics, school processes, student learning, as well as perceptions and projections (Bernhardt, (2000)).   These examples are included to encourage  teachers  and  administrators  to  get  started  on  data  analysis  and  database  work, wherever they are, for school improvement.