The integration of Information and Communication Technology (ICT) into the management of basic schools is increasingly acknowledged as an essential facet of contemporary educational leadership. This study explores the influence of socio-economic factors on the adoption of ICT tools by headteachers in basic schools within the Wa Municipality, Ghana. Employing a mixed-methods approach, the research amalgamates quantitative data from 200 headteachers with qualitative perspectives derived from 20 key informant interviews. The findings indicate that income levels, access to training, and cultural attitudes profoundly affect the assimilation of ICT tools in school management. Although there exists a general inclination among headteachers to embrace ICT, structural and systemic impediments hinder its effective implementation. The study culminates with recommendations for policy interventions aimed at bridging the digital divide and fostering equitable ICT integration in basic school management. These interventions encompass targeted financial assistance, structured professional development programs, community engagement initiatives, and policy reforms designed to enhance ICT infrastructure in rural locales. By addressing these socio-economic barriers, stakeholders can cultivate a more inclusive and effective environment for digital transformation in education, ultimately contributing to enhanced teaching, learning, and governance outcomes at the basic school level. A flowchart that visually traces the relationship between socio-economic factors and ICT adoption in school management.