Project – Information and Communication Technology usage as determinant of administrative effectiveness in Public secondary schools

CHAPTER ONE

INTRODUCTION

• Background to the Study

The integration of Information and Communication Technology (ICT) in education has been a focal point in educational reform globally. In public secondary schools, ICT usage has moved beyond instructional purposes to serve critical administrative functions. Administrative effectiveness, defined as the ability of school leaders to manage resources, communicate, and make informed decisions efficiently, is increasingly influenced by the extent to which ICT tools are deployed. According to Yusuf (2005), ICT enhances administrative tasks such as record keeping, reporting, decision-making, and communication within school systems, thereby improving efficiency and accountability.

School administrators now rely on ICT tools for data management, scheduling, communication, and performance tracking. For example, Adeyemi and Olaleye (2010) found that the use of management information systems (MIS) significantly improved planning and resource allocation in Nigerian secondary schools. These tools enable principals and other administrators to access real-time data for strategic planning and monitoring school activities. The effective use of ICT also reduces redundancy in administrative processes and enhances transparency in operations.

Several studies have underscored the positive correlation between ICT competency and administrative effectiveness. Olibie and Ezeoba (2013) emphasized that school leaders with high ICT literacy levels demonstrated better communication and decision-making capabilities. This competency allows them to interact more effectively with staff, students, parents, and policymakers. Furthermore, Alabi, Oyelade, and Omirin (2012) noted that ICT provides a platform for digital communication through emails, social media, and educational portals, which facilitates prompt information dissemination and stakeholder engagement.

Despite the recognized benefits, challenges remain in the effective deployment of ICT in public school administration, particularly in developing countries. Factors such as inadequate infrastructure, lack of technical support, and limited professional development opportunities hinder effective ICT integration. According to Ololube (2006), many public secondary schools in Nigeria face barriers such as poor internet connectivity, insufficient funding, and lack of access to modern ICT tools, which restrict administrators from fully leveraging ICT for school management.

Policy and capacity-building efforts have been identified as crucial in overcoming these challenges. Government initiatives, such as the National Policy on ICT in Education in Nigeria, aim to promote ICT literacy and infrastructure development. However, the actual implementation often falls short due to inconsistent funding and poor monitoring mechanisms (Federal Ministry of Education, 2019). Thus, while policy frameworks exist, more targeted interventions are needed to equip school administrators with the necessary skills and tools to use ICT effectively.

The study highlights the pivotal role of ICT in enhancing administrative effectiveness in public secondary schools. It is evident that ICT facilitates efficient communication, data management, and decision-making processes. However, to maximize these benefits, deliberate investments in infrastructure, capacity building, and supportive policy implementation are essential. Future research should explore the specific ICT tools that yield the highest administrative gains and how best to support school leaders in integrating these technologies into their daily functions.

• Statement of the Problem

In an era characterized by rapid technological advancement, the role of Information and Communication Technology (ICT) in transforming administrative functions in public secondary schools has become increasingly significant. Globally, educational systems are leveraging ICT tools to streamline administrative tasks such as data management, communication, scheduling, and decision-making. However, in many developing countries, including Nigeria, the integration of ICT into school administration remains insufficient, inconsistent, and in many cases, ineffective. This has raised concerns about the impact of ICT usage on the overall administrative effectiveness in public secondary schools.

Administrative effectiveness is critical to the success of any educational institution, as it directly influences teaching, learning outcomes, and overall school performance. School administrators are expected to lead efficiently, manage resources judiciously, and ensure timely and accurate communication with staff, students, and other stakeholders. While ICT tools have the potential to enhance these functions, their usage in public secondary schools often falls short due to inadequate training, lack of access to necessary infrastructure, and minimal government support. As such, administrators may continue to rely on manual and outdated practices that are inefficient and prone to errors.

There is a growing gap between the potential of ICT to drive administrative excellence and the reality on the ground in many public secondary schools. Despite various educational policies advocating for ICT integration, the extent to which these tools are used effectively for administrative purposes remains unclear. The problem is compounded by disparities in ICT competence among school administrators, insufficient technical support, and a lack of reliable internet access. These factors collectively hinder the realization of ICT’s benefits in enhancing administrative operations.

Furthermore, most existing studies on ICT in education have focused predominantly on its impact on teaching and learning, with limited emphasis on administrative functions. This creates a significant knowledge gap regarding how ICT affects day-to-day administrative tasks and decision-making processes within schools. Without empirical evidence on this relationship, educational planners and policymakers may find it difficult to design appropriate interventions aimed at improving administrative efficiency through ICT.

Moreover, the effectiveness of any ICT initiative depends not only on the availability of hardware and software but also on the willingness and ability of administrators to integrate these tools into their routine tasks. In many cases, school leaders lack the training and motivation needed to transition from traditional administrative practices to ICT-based approaches. This not only limits administrative innovation but also affects accountability, productivity, and timely execution of policies and programs.

Given these challenges, there is an urgent need to investigate the extent to which ICT usage influences administrative effectiveness in public secondary schools. Understanding this relationship is essential for developing strategies that promote ICT adoption among administrators and for enhancing the overall management of public schools. The present study, therefore, seeks to explore ICT usage as a determinant of administrative effectiveness, with the goal of identifying the enabling factors and barriers to effective implementation in the public secondary school system.

1.3. Aim and Objectives of the Study

The aim of the study is to examine Information and Communication Technology usage as determinant of administrative effectiveness in Public secondary schools. The specific objectives are:

1. To examine the level of ICT usage by administrators in Isinigbo Community Secondary School.
2. To assess the impact of ICT tools on administrative tasks such as record keeping, communication, and decision-making.
3. To identify the challenges faced by school administrators in using ICT for administrative purposes.
4. To determine the relationship between ICT usage and overall administrative effectiveness in the school.
   • Research Questions

The research questions are buttressed below:

1. What is the level of ICT usage by administrators in Isinigbo Community Secondary School?
2. How do ICT tools impact administrative tasks such as record keeping, communication, and decision-making in the school?
3. What challenges do school administrators face in using ICT for administrative purposes?
4. What is the relationship between ICT usage and overall administrative effectiveness in Isinigbo Community Secondary School?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: ICT tools will not affect administrative tasks such as record keeping, communication, and decision-making

H1: ICT tools will affect administrative tasks such as record keeping, communication, and decision-making

1.6. Significance of the Study

This study is significant as it contributes to the growing body of knowledge on the role of Information and Communication Technology (ICT) in educational administration, particularly within the context of public secondary schools in Nigeria. By focusing on Isinigbo Community Secondary School, the research offers a practical case through which the influence of ICT on school administration can be examined in real terms. The findings will help bridge the gap between theoretical discussions of ICT integration and the actual realities on the ground.

For school administrators, the study will provide insights into how ICT tools can be effectively utilized to enhance administrative functions such as planning, communication, record keeping, and performance monitoring. It will help principals and other education leaders identify both the benefits and limitations of current ICT practices. With this understanding, administrators will be better positioned to adopt strategies that improve their efficiency and decision-making processes.

To policy makers and government officials, the study offers data-driven recommendations that can inform the development and implementation of educational policies focused on ICT integration. It highlights practical challenges such as lack of training, poor infrastructure, and funding gaps that need to be addressed to improve ICT use in school administration. This information is crucial for shaping more targeted and sustainable policies at the local, state, and national levels.

Teachers and non-teaching staff will also benefit from the study, as improved administrative effectiveness typically translates into better communication, clearer school policies, and more organized school environments. When administrators effectively use ICT, it positively influences the entire school system, making teaching and learning more structured and efficient.

The study is also significant to researchers and academics, as it provides a localized perspective on the intersection between technology and school management. It opens avenues for further research into other schools and communities, encouraging comparative studies that may reveal broader patterns and solutions that can be applied at a regional or national scale. Moreover, it contributes to the literature on educational technology in rural and semi-urban settings.

Finally, the findings of this research will be useful to development partners and NGOs who are interested in improving educational outcomes through technological interventions. By understanding the actual needs and ICT usage levels in schools like Isinigbo Community Secondary School, such stakeholders can design more effective programs that support ICT adoption, training, and infrastructure development tailored to the context of public secondary schools in Nigeria.

1.7. Scope of the Study

The study examines Information and Communication Technology usage as determinant of administrative effectiveness in Public secondary schools (Isinigbo community secondary school as a case study)

1.8. Operational Definition of Terms

  Information and Communication Technology (ICT): Information and Communication Technology refers to the various digital tools, systems, devices, and resources used to create, store, manage, and exchange information. This includes computers, the internet, software applications, email, mobile technology, and other communication platforms that facilitate the processing and sharing of data.

  Usage: Usage refers to the act or manner of employing or utilizing something. In the context of this study, it describes how ICT tools and resources are applied or used by school administrators to carry out their administrative tasks.

  Administrative Effectiveness: Administrative effectiveness refers to the ability of school administrators to manage and coordinate school activities efficiently and successfully. It includes functions such as planning, organizing, communication, decision-making, and record-keeping, with the goal of achieving organizational goals and improving school performance.

  Public Secondary Schools: Public secondary schools are government-funded educational institutions that provide formal education to students typically between the ages of 11 and 17, usually covering junior and senior secondary levels. These schools are managed by local, state, or federal education authorities and are generally open to all students without charging tuition fees.

Project – Information and Communication Technology usage as determinant of administrative effectiveness in Public secondary schools