CLETUS NWAFOR THESIS EXPLORES EFFECTIVE SECONDARY SCHOOL ADMINISTRATION

CLETUS NWAFOR M.ED.
THESIS
CHAPTER ONE
INTRODUCTION
Background to the Study
The invaluable roles and contributions of education in the development of an
individual and the society cannot be over emphasized. Many countries including Nigeria,
take education as an instrument for the promotion of national development as well as
effecting desirable social change (Federal Republic of Nigeria, 2012). This perhaps, might
be responsible for the growing concern of all stakeholders in education industry on
changes that are likely to affect it as well the implication of such changes will have on the
management and administration of schools. Formal education is commonly divided
formally into such stages as preschool, primary school, secondary school and tertiary level
institutions like polytechnics, colleges of education and universities.
The first set of secondary schools were established by the Christian missionaries
according to Fafunwa (2004) cited by Nageri (2016). The first Grammar School was
opened by the Church Missionary Society (CMS) 1859. The United Presbyterian Church
at Calabar built in 1895 what today would be described as a multi-lateral institution,
including a Catechists seminary, teacher training college, grammar school and technical
college “all-in-one” which later became Hope Waddell Institute. In 1896, Oil River
Protectorate gave it an annual grant in 1900. The new Protectorate of Southern Nigeria
continued this assistance. Attempts were made in 1903 by the colonial government to
take over from the missions all their secondary education establishments, leaving them
only with primary education. This attempt was resisted and in the end rejected, making
1
CLETUS NWAFOR M.ED. THESIS
the development of secondary education, a tripartite effort by colonial government and
private organizations and individuals according to Bello, 2003 cited in Aina (2011).
The broad aims of secondary education as contained in National Policy on
Education published by the Federal Republic of Nigeria (FRN), (2012) shall be to prepare
individuals for:
a. Useful living within the society; and
b. Higher education
FRN (2012) enumerates the specific objectives of secondary education as follows:
i. Provide an increasing number of primary school pupils with opportunity for education
of a higher quality, irrespective of sex or social, religious and ethnic background; ii.
Diversify its curriculum to cater for differences in talents, opportunities and roles
possessed by or open to students after their secondary school course; iii. Equip students
to live effectively in our modern age of science and technology; iv. Develop and project
Nigerian culture, art and language as well as the world’s
cultural heritage;
v. Raise a generation of people who can think for themselves, respect the views and
feelings of others, respect the dignity of labour, and appreciate those values specified
under the broad national aims, and live as good citizens; vi. Foster Nigerian unity with
an emphasis on the common ties that unite us in our diversity;
vii. Inspire its students with a desire for achievement and self improvement both at school
and in later life.
2
A typical secondary school in Nigeria is made up of a principal assisted by academic
and non-academic staff, as well as students in levels 1-3 of the Junior Secondary School
and or 1-3 in Senior Secondary School. The subject curriculum is made up of core
subjects, prevocational subjects and non-prevocational electives as shown in Appendix 5.
Every junior secondary school student is expected to offer all the subjects in Group
“A” and at least one in Group “B” and “C”. At the end of the third year students sit for
Junior School Certificate Examination (JSCE). Students who pass the Junior Secondary
level are streamed into Secondary Schools. At the Senior Secondary level the syllabus is
divided into three: Arts, Commercial and Science Subjects.
At the end of Senior Secondary School a child is required to sit for Senior School
Certificate Examination (SSCE) organized by West Africa Examination Council of Nigeria
(WAEC), and/or National Examination Council of Nigeria (NECO); and/or National
Business and Technical Examination Board (NABTEB). Students who fail to make their 5
credits including English and Mathematics usually sit for the examination again. In the
alternative, they may sit for the General Certificate in Education, Ordinary Level (GCE ‘O’
Level). Graduates of Secondary Schools with five credits including English Language and
Mathematics are eligible for admission into the 1 st year (100 level) in institutions of higher
learning.
Educational qualification, experience and leadership behaviour go a long way in assisting
the Principal in his job as administrator, but there are some challenges that can make or
mar his efforts at achieving the set goals of the educational system. They include:
unreliable data, Shortage of skilled manpower, poor funding, inconsistent educational

3
policies, unstable curriculum, student indiscipline, low application of information and
Communication Technology (ICT), industrial crisis by teachers, and cult activities amongst
others.
Technology is often defined as the application of technical processes in order to achieve
some practical ends. Technology is the practice of any or all of the applied sciences that
have practical value and are of industrial and developmental use (Kosoko, 2002; Popoola,
2016). Information and Communication Technology (ICT) is a combination of information
and communication technology. Information technology deals with the collection, storage,
manipulation and transfer of information using electronic means. Communication
technology refers to the physical devices and software that link various computers
hardware components and transfer data from one physical location to another (Laudon
and Laudon, 2001; Alabi, 2005; Popoola, 2016). Various ICT devices or tools have
emerged to enhance the speed and quality of service delivery and radically change
services being handled worldwide.
The introduction of Information and Communication Technology (ICT) can
facilitate administration as well as teaching and learning in the schools. Unfortunately
however, many secondary schools in Anambra State are finding it difficult to set up a
functioning and well equipped ICT centre. Apart from lack of these physical facilities, lack
of adequate skilled manpower to man the ICT has been another major problem. The most
disturbing aspect of ICT is the negative use of handsets by students which include:
watching of blue films during and after school hours, night calls and examination
malpractices amongst others. All these activities seem to be encouraging students’
4
indiscipline.
Secondary schools are administered by principals who are accountable to the authorities
that appointed them. As principals, they are expected to perform administrative functions
including: planning, organizing, supervising, staffing, evaluating, coordinating, leadership
and purchasing and maintenance of instructional materials, equipment and facilities.
Principals are also expected to manage the school finances and accounts and to maintain
staff and student discipline and welfare. The effectiveness of the principals, as
administrators of their schools, depends on the extent to which they perform the above
administrative functions effectively. Effectiveness is the degree to which an organization
(school) achieves a stated objective using available human and material resources.
The indicators of administrative effectiveness include high productivity, morale (high
motivation) turnover rate of teachers, degree of integration, maximization of individual
potentialities, maximum utilization of available resources and value contribution to the
society (Uzoigwe, 2013). Furthermore, the All Nigeria Conference of Principals of
Secondary Schools (ANCOPSS) in 2004, cited by Uzoigwe (2013) also listed indicators of
an effectively administered secondary school which include disciplined staff and students,
students and teachers staying in school for classes during school hours, drastically
reduced examination malpractice, high performance in junior or senior secondary school
certificate examinations, exemplary leadership by the principal, clean school environment
and parents rush for admission of their children into the schools. It is important that
secondary school principals are effective in the discharge of their duties because principals
determine to a great extent, the realization of the goals of secondary education.
5
Statement of the Problem
The secondary school is an open system that is in constant interaction with the
environment. It receives inputs from the external environment, in the form of human and
material resources, processes them and empties same into the environment (Okon,
Ekaette and Ameh, 2015). These make the administrative functions of the principals really
complex. The functions of the principals’ include decision-making, planning,
communication influencing, coordinating and evaluation in the areas of curriculum
development, instructional supervision, staff and student personnel administration,
guidance, finance, community relations, construction and maintenance of facilities and
special services (Selwood, 2005; Adeyemi and Olaleye, 2010). Secondary schools in
Nigeria have become complex to administer. There are concomitant management
demands being exerted on the principal, especially in this Information and Communication
Technology (ICT) era. The enormous rise in the number of students in schools as well as
the numerous programmes coupled with the complexity of administering a given
secondary school has made school principals to handle large volumes of data which they
must process quickly (Asiabaka, 2010). This complexity calls for the use of sophisticated
equipment and facilities such as ICT for processing data in schools (Adewole, 2016).
Studies on the impact of ICT on principals’ administrative effectiveness in secondary
schools have been conducted by Andoh (2012), Oyedami (2015), Manduku, Kosgey and
Sang (2012), Oguta, Egesa and Musiega (2014), Al-Sharya (2012), Okon,
Ekaette and Ameh (2015), Adewole (2016); Etuclor-Eyo, Ante and Emah (2012), Kukali,
Kawasonga and Rabari (2018), Makewa, Moremo, Role and Role (2013). Positive impact
6
of ICT usage on administrative effectiveness is seen in many areas of school
administration notably in student personnel, financial and general administration and
instructional supervision. Specifically, the use of ICT in secondary schools was said to
bring about improved communication, improved record preparation and keeping, easier
sourcing- of information, effective registration of students for Senior Secondary Certificate
Examinations, faster analysis of examination results, enhanced financial accountability
and easier preparation of budget and financial documents, among other impacts of ICT
usage. This goes to show that the use of ICT tools in the administration of secondary
schools is imperative for principals and vice principals of schools. It has however been
observed that in many government or public secondary schools in Anambra State, ICT
tools are hardly available and rarely used to make school administration effective. It is
against this background that this study intended to examine impact of the utilization of
ICT on the effective administration of public secondary schools in Anambra State.
Purpose of the Study
The purpose of this study was to examine impact of usage of ICT on principals’
administrative effectiveness in Anambra State public secondary schools. In specific terms
the objectives of the study were to:
(i) Identify the level of ICT facilities in Anambra State Public Secondary School;
(ii) Investigate the extent of ICT usage for administrative purposes by public
secondary school principals in the State.
(iii) Determine the levels of public secondary school principals’ administrative
effectiveness;
7
(iv) Find out the impact of ICT on male and female principals’ effectiveness;
(v) Ascertain the impact of ICT on urban and rural-based principals’ administrative
effectiveness;
Research Questions
The following research questions were answered in the study:
1. What are the ICT facilities available in Anambra State Public Secondary Schools?
2. What is the extent of ICT usage for administrative purposes by secondary school
principals in Anambra State?
3. What are the levels of administrative effectiveness among public secondary school
principals?
4. What is the impact of ICT usage on urban and rural-based principals’
administrative effectiveness?
5. What is the impact of ICT usage on male and female principals’ administrative
effectiveness?
Null Hypotheses
The following null hypotheses were tested in this study:

i. There is no significant relationship between ICT usage and principals’
administrative effectiveness in Anambra State public secondary school.
ii. There is no significant difference in the impact of ICT usage urban-based and rural
based principals’ administrative effectiveness. iii. No significant difference exists
in the impact of ICT usage on male and female principals’ administrative
effectiveness.
8
Scope of the Study
The study dealt with impact of ICT usage on principals’ administrative
effectiveness. The population of the study consisted of 257 principals, 1028 vice-
principals and 7,000 teachers (Nwafor Orizu College of Education Demonstration
Secondary School, 2019) in 257 public secondary schools spread across the 21 local
government areas of Anambra State.
Significance of the Study
This study would be of immense use to school principals, teachers,
bursars/accountants in the public secondary schools in Anambra State. The official in the
ministry of Education and its agencies would also benefit. They would be sensitized on
the imperative of having a virile computer centre in each school, manned competent
hands. They would therefore be compelled to make money available for this purpose.
The principals would recognize the fact that effective school administration cannot be
achieved without the usage of ICT in general, and record keeping and communication
particular.
The study’s findings and conclusions would provide useful hints to principals and school
accountants, on how to keep financial records and to retrieve them when needed. The
findings of the study would help the teachers to keep and access students’ academic
records as and when due.
9
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter is reviewed under the following subheadings:
- Conceptual Framework
- Theoretical Framework
- Theoretical studies
- Empirical Studies
- Summary of Literature
10
Conceptual Framework
Mouly (2013) explained that a conceptual framework is a graphic diagram of a
research topic or thesis. It enables the researcher to find link between the existing
literature and his/her own research goals. For this study, the relationship among the
variables are represented in figure 2.
Figure 2: Impact of ICT Usage on Principals’ Administrative Effectiveness
ICT Usage of - All principals Administrative

Effectiveness in
Facilities like students, staff,
By -Female/Male
Impact on handsets, Principals. finance etc.
administration
computers, -Urban/Rural
laptops etc. based Principals.
Independent Intervening Dependent

Variable variables Variable
Source: Adapted from Adegun (2009)
A conceptual framework of the usage of ICT and principals’ administrative
effectiveness is illustrated in figure 2. The model shows that level of usage of ICT facilities
may affect administrative effectiveness of all principals as a whole and female, male,
urban-based and rural-based principal separately. Therefore the usage of ICT in the
secondary schools in Anambra State may influence principals’ administrative
effectiveness.
Theoretical Framework
The system theory is therefore considered most relevant to this study. The system
theory was propounded in 1920 by Bertalanffy. The system was seen as a series of
11
interrelated and interdependent parts in such a way that the interaction of any part of
the system affects the whole system. That is, one part of the system must interact and
depend on the other parts around it to function effectively. The system theory is relevant
to education system because the concept of interaction and interdependence of parts
with the education system like all other social systems has identical properties with the
other system.
A system, such as an enterprise must be viewed as a whole (Adekunle, 2013). A
system can either be closed or open. A closed physical system has the tendency to run
down, whereas an open system does not if an open must survive, it must be able to use
up enough input from the environment to upset its output, as well as the energy and the
material used in the operation of the system. For a dynamic equilibrium to be achieved,
there must be a feedback system – the systems flow chart looks like this (figure 1).
Figure 1 System Flow Chart

Input Process Output
Feedbac
An organization receives inputs from the society in form of people, materials money
and information. It transforms these outputs of products and service. Money and market
provide a mechanism for recycling resources between the organizations. System reveals
12
critical variables and other interaction with one another in any problem. The system make
one conscious of the fact that a single problem should s not be treated with regard to
consequences or other relating systems.
Since Aristotle’s claim that knowledge is derived from the understanding of the
whole and not that of the single parts (Aristotle’s Holism), researchers have been
struggling with systems and parts in terms of their contents and their relative dynamics.
This historic effort evolved during the last century into so-called “systems theory”
(Meadows, 2008).
Systems theory is an interdisciplinary theory about every system in nature, in
society and in many scientific domains as well as a framework with which we can
investigate phenomena from a holistic approach. Systems thinking comes from the shift
in attention from the part to the whole (Mele and Polese, 2008), considering the
observed reality as an integrated and interacting unicuum of phenomena where the
individual properties of the single parts become indistinct. In contrast, the relationships
between the parts themselves and the events they produce through their interaction
become much more important, with the result that “system elements are rationally
connected” towards a shared purpose (Golinelli, 2009). The systemic perspective argues
that we are not able to fully comprehend a phenomenon simply by breaking it up into
elementary parts and then reforming it; we instead need to apply a global vision to
underline its functioning.
The school as an open system consists of many parts including:
- Administrative staff (e.g. Principals)
- Administrative tools (e.g. ICT)

13
- School Plant (e.g. classrooms)
- Instructional Facilities (e.g. visual materials)
- Academic staff
- Students
- Internal Examinations
- Parents – teachers’ Association
- School-Based Management Committees
In this study, impact of usage of ICT on principals’ administrative effectiveness
was the focus.
Theoretical Studies
Concept of Administration
Simply defined, administration is the organization and direction of persons in order
to accomplish a specified end. Administration must exist in any organization set up for a
defined purpose or objective. Each organization consists of human beings and material
resources all in a quest to attain the objective for which the organization is established
(Adebayo, 2011). Each head of an organization has under him/her the hierarchy of
subordinates, each with functions and responsibilities of the objective of the organization.
This process requires planning, organization, command, co-ordination and control. All
these constitute administration, the administrator’s position within an establishment is
therefore strategic and pivotal.
Administration is a process of systematically arranging and coordinating the human
and material resources available to any organization for the main purpose of achieving
14
stipulated goals of that organization. When applied to the school system, the process is
referred to as educational administration or school administration.. Administration occurs
in every organization. The basic aim of administration is the need to get things done for
defined objectives to be accomplished (Adebayo, 2011). Educational administration is the
process of bringing men and materials together for effective and functional teaching and
learning in the school. The focus of educational administration is the enhancement of
teaching and learning. One can define educational administration as a process through
which the school arrange and co-ordinate the resources available to education, for the
purpose of achieving the goals of the educational system (Amadi, 2008).
Administration can be defined as the process by which goals are achieved through
collective and cooperative human effort in a suitable environment. It is the running of
educational institutions, which involves guidance, leadership, and controlling of the efforts
of individuals in the achievement of the goals of the institution. It involves the
management of resources, human and material, as well as evaluation or appraising the
result of educational efforts. Administration and management are sometimes used
synonymously. Administration is a component part of management. Administration is
widely applied in associations and government services and non-profit organizations.
But management encompasses much more than administration – it involves the
work of analyzing and preparing complex policy documents for decision by policy decision
makers. Management is basically concerned with the formation of plans, programmes and
policies while administration is principally responsible for the execution or implementation
of these plans, programmes and policies. Administrators are implementators while
managers are formulators of programme.

15
Administration, like management also involves such elements as planning,
organizing, programming, staffing, budgeting, coordinating, reporting and evaluating, but
on a smaller scale than management. (Amadi, 2008; Adekunle, 2013). Administration is
an integral part of an organization. Here, it is characterized as a service, an activity or a
tool through which the fundamental objectives of the process may be more fully and
efficiently realized. The school is an organization in the organization. For effective school
administration, the administrator needs to be knowledgeable in the theories, techniques
and principles of school administration as a guide for action when necessary.
The principles of administration Fayol (1908) in Amadi (2008) presented in this
Publication (p. 912-916) were:
1. Unity of command
2. Hierarchical transmission of orders (chain-of-command)
3. Separation of powers - authority, subordination, responsibility and control

4. Centralization
5. Order
6. Discipline
7. Planning
8. Organization chart
9. Meetings and reports
10. Accounting
Though it is possible to develop various principles of administration by generalizing
from particular cases, the resulting abstractions seem to have little significance. The
process of administration involves action requiring the application of any given principle
16
in infinitely varying actual situations. In brief, administration is an art requiring skill,
practice, and judgment. However much it can be analyzed in the abstract, it becomes
manifest only in specific concrete situations. In fact, the best administrators may have
difficulty in relating their actions to explicit principles; the fully developed skill will most
often lead to quasi-intuitive action without a conscious frame of referred ministration
(Simon 1947; Amadi, 2008).
Secondary School Principals As Administrators
The effectiveness of principal derives from his administrative capacities and ability
to make reasonable decision for effective secondary administration. Poor job performance
of teachers and poor academic performance of students in secondary schools could be
attributed partly to poor administrative skills of school principals. This is because the
principal is the pioneer of his school and should be expected to perform certain expert
and authoritative functions, bearing in mind that the end goal will be determined by
effective teaching and learning. Be it big or small, public or private, it is the leader who
usually provides direction towards goals attainment. To accomplish school goals, a
17
proficient and viable executive must head the school. In schools, be it public or private
the administrator is mostly viewed as the principal.
The principal heads the secondary education, such head should have demonstrated
quality and the information to accomplish his managerial goals. The principals are the
custodian and bookkeeping officers of their various institutions. Onyeike and Nwosu
(2018) state that they assume all routine jobs to accomplish all administrative tasks as
leaders for achieving school objectives. Principals are the leaders of their schools as well
as administrators in whose hands lie the future of these institutions. In the school system,
the duty of administration falls upon the principal. He co-ordinates and organizes the
entire organ towards the achievement of goals. Being top on the hierarchy, his activities
directly or indirectly affect every other factor in the system, the teachers, students and
other non-teaching personnel. Principals role performance to a great extent determine
the effectiveness of the teachers in the performance of their job. In fact, his dealings
transcend the boundary of school to government agencies like the school board,
education commission as well as the host community. Each of these bodies has a role
expectation of the principal and he must successfully pilot the boat of the school to
fulfillment of goals (Uzoigwe, 2013).
In the school system, the leadership role of the principal is demonstrated in his
activities such as planning, coordination, supervision, decision-making and motivation of
staff and these are what distinguish him as the head. It is very clear that where there is
good educational planning, cogent school programs, adequate staffing and facilities, what
is most needed is good leadership role performance to co-ordinate all these for success
(Okorie, 2009). The principal as the chief executive of schools has multifarious tasks to
18
accomplish for successful administration of the school system. Several authors describe
the functions and roles of the school principal. Lashway (2009) describes the functions
and roles of the school principal as ‘head teacher, principal, leader of the school, school
father adviser, chief administrative executive, public relation officer, curriculum director,
innovator, policy maker, organizer, communicator, school authority educator,
perfectionist and philosopher. In the same vein, the functions of the principal as
supervision of instructions, curriculum development, aid evaluation, school community
relations, and management of school finance, staff and student personnel administration.
Bernard and Goodyear (2008) posit that the principal is a standard setter, one who
leads in the development of an aspiration and expectation on the part of both teachers
and pupils to do good work. He assists the teachers with their problems of improving
methods, materials and evaluation and thus provides a good measure of quality control.
Principals can help teachers improve their testing techniques and develop their ability to
analyze and interpret data. The principal as an administrator needs to possess certain
administrative skills to effectively perform his duty. Several studies have discussed the
administrative roles of principals. (Bennel, 2004) states that within the secondary school
system, the principal stands out as the chief executive of the school, he is also the school
administrator, the instructional leader, the personnel manager for both the pupils
(students) and staff personnel.
The principal is also the finance and physical facility manager. The principal is
expected to maintain a good relationship with the immediate community and also ensure
a continuous contact with the ministry of education in the area in which the school is
situated. There are several categories of administrative task areas in school system. These
19
are pupil personnel, staff personnel, instruction and educational modules improvement,
school account and business administration, school plant and other general tasks
(Adesina, 2010).
Ehiametalor (2005) explains that educational administrators concern themselves
with four issues and functions which include: The procurement, training, maintenance,
development evaluation and remuneration of personnel. The determination and
implementation of the instructional programme is their primary responsibility. The
operation of educational business in its entire ramification (Resources, Finance etc.), with
the establishment and maintenance of good public relations are products that will
enhance better teaching and learning environment. Ezeocha (2000) views the roles of
principals as supervision of instruction, curriculum development and evaluation, school
community relationship, staff personnel administration, student personnel administration,
management of school finance and school physical facilities.
Role in Student Discipline: A large part of any school principal’s job is to handle
student discipline. The first step of having effective student discipline is to make sure that
your teachers know what you are expecting when it comes to student discipline. Once
they understand how you want them to handle it, then your job becomes easier. The
discipline issues you deal with mostly come from teacher referrals. There are times that
this can take a large part of the day. (Mcador, 2019).
Role as a Teacher Evaluator: Most principals also are responsible for evaluating their
teachers’ performance following district and state guidelines. An effective school has to
have effective teachers and the teacher evaluation process is in place to make sure that
20
the teachers in your building are effective. Evaluations should be fair and well documented
pointed out both strengths and weaknesses (McIntyre, 2019).
Role in Developing, Implementing, and Evaluating Programs: Developing,
implementing, and evaluating the programs within the school is another large part of a
school principal’s role. A principal should always be looking for ways to improve the
student experience at school. Developing effective programs that cover a variety of areas
is one way to ensure this. It is acceptable to look at other schools in the local and to
implement those programs within the school that have proved to be effective elsewhere.
Role in Reviewing Policies and Procedures: An individual school’s governing
document is their student handbook. A principal should have their stamp on the
handbook. A principal should review, remove, rewrite, or write policies and procedures
every year as needed. Having an effective student handbook can improve the quality of
education your students receive. It can also make a principal’s job a little easier. The
principal’s role is to make sure students, teachers, and parents know what these policies
and procedures are and to hold each individual accountable for following them. Role in
Schedule Setting: Creating schedules every year can be a daunting task. It can take
some time to get everything to fall into its proper place. There are many different
schedules in which a principal may be required to create including a bell schedule, duty
schedule, computer lab schedule, library schedule, etc. Cross-checking each of those
schedules to ensure that you are not putting too much on any one person at once can
be difficult.
21
Role in Parent and Community Relations : Having good relations with parents and
community members can benefit principal in a variety of areas. If he has built trusting
relationships with a parent whose child has a discipline issue, then it makes it easier to
deal with the situation if the parent supports the school and principals’ decision. The same
holds true for the community. Building relationships with individuals and businesses in
the community can help school out tremendously. Benefits include donations, personal
time, and overall positive support for your school. It is a vital part of any principal’s job
to nurture their relationships with parents and community members.
Role in Delegating: Many leaders by nature have a hard time putting things in others
hands without their direct stamp on it. However, there is so much that has to be done,
that it is vital that a school principal delegates some duties as necessary. Having people
around that the principal trust implicitly will make this easier. An effective school principal
simply does not have enough time to do everything that needs to be done by themselves.
They must rely on other people to assist them in getting things done and trust that they
are going to do the job well.
Concept of Information and Communication Technology (ICT)
The Longman Dictionary of Contemporary English (New Edition) (2000) describes
Information Technology (IT) as “the study or use of an electronic process for storing
information and making it available”. This definition is deficient because it limits the
functions that reflect the increasing network of the hardware and software especially in
the area of internet and the potentials it provide for communication. If we look at the
phrase: “storing and making information available”, one observes that communication is
involved. The message has to be encoded, passes through a medium and decoded for
22
use. Language is involved – coded in verbal and written or embedded in signal, signs and
symbols.
Information may take many different forms such as text, numbers, pictures, sound, video
and multimedia. To transfer information, Information Technology (IT) systems use
computers, telecommunications networks, and other electronic devices.
Thus the addition of the word ‘communication’ is inevitable. Hence, we have the concept
Information and Communication Technology (ICT). When information and
communication assume drifts away from the orthodox verbal and print media towards the
more recent electronic media, the concept is known as Information and
Communication Technology (ICT). Thus ICT could be seen as the combination of
networks, hardware and software as well as the means of communication, collaboration
and engagement that enable the processing, management and exchange of data,
information and knowledge (Vooght and Knezek, 2008).
ICT as an electronic technology used for accessing, processing, gathering, manipulating,
presenting and communicating information. ICT can be described as a combination of
data careers for example, video, CD-ROM, floppy disc, cell phones, Internet and software
in which the possibility for an interactive approach is offered. The World Bank (2010)
cited in Ofojebe and Olibe (2010) defined information and communication as a generic
term referring to technologies which are being used for rapidly collecting storing, editing
and passing on information in various forms.
According to French (1996) in Nwite (2007), information and communication technology
is a broad based technology which includes methods, managements and applications that
23
are employed in the creation, storage, manipulation and communication of information.
Information communication technology as a broad concept that has to do with the
harnessing of the process, the methods and the product of electronic and communication
related technologies (and other related resources in today’s) knowledge – driven society),
for enhancing the availability, the spread and efficiency of a set of programmed activities
geared towards the achievement of clearly defined goals. Maki (2008) defines ICTs as
technologies used to communicate in order to create, manage and distribute information.
She adds that a broad definition of ICTs includes computers, the Internet, telephone,
television, radio and audio-visual equipment. She further explains that ICT is any device
and application used to access, manage, integrate, evaluate, create and communicate
information and knowledge. Digital technology is included in this definition as services
and applications used for communication and information processing functions associated
with these devices (Ekpe, 2009). According to the Education Testing Service (ETS, 2002),
the International Literacy Panel regards ICT as combining Information Technology (IT)
and telecommunication. The panel further explains that IT is the electronic display,
processing and storage of information, but not necessarily the transmission of the
information.
Onunga and Shah (2005) cited by Makewa et al (2013) submitted that digital technology
reflects hardware and software products, communication tools and products with services
used to transmit information. The term is meant to be as inclusive as possible to reflect
the breadth of hardware, software and infrastructure that make up ICT. According to ICT
hardware includes electricity infrastructure, desktop computer, laptop computer, CD
drive, printer, scanner, telephone (mobile or landline) and projector. Makewa et al (2013)
24
define software as detailed instructions called programmes and data that enable the
hardware to perform its tasks at high speed. They further classify computer software as
system and application software. They outline that system software, which manages
computer operations, includes the operating system of the computer, a compiler that
translates programs and utility programs such as back up. In addition, the authors
mention that application software handles the needs of the end user to solve specific
problems; examples include software packages that can be used in school administration
and related tasks. ICT application software include word processing, spreadsheets,
databases, e-mail, the Internet and presentation software, which enhance the quality of
leader-worker interactions. In this study, ICT is therefore defined as a combination of ICT
infrastructure which includes hardware and application software and networks that
connect them.
Systems theory encompasses a wide field of research with different
conceptualizations and areas of focus. Specifically, within management and marketing, a
number of authors and scholars have adopted – implicitly or explicitly – a vision of
organizations as systems with the aim of analyzing the relationship between organizations
and their environment).
Empirical Studies
Concept of Principals’ Administrative Effectiveness
Effectiveness is the ability to plan, organize and coordinate many and often
conflicting social energies in a single organization so adroitly, Adams (1963), cited in
Adeowole (2016). It implies that, it is the right and duties attached to an individual
irrespective of the gender of the incumbent. Effectiveness is equivalent to achievement

25
recorded by incumbent administrator or principal of a school. It implies that, it is an
antecedent of function or role’s achievement of the principal. It could be identified as a
plan proposed in advance and accomplished later but within a stipulated time or duration
of school. Ipaya (1996) cited by Besong (2001) noted that effectiveness is a part of
function assumed by someone, a set of specific responsibilities, assumed by a professional
in a setting. The implication is that when a principal maintains high morale discipline and
decorum among his staff and also students, he exhibits a personality of effectiveness
worthy of emulation.
Uche, (2002) cited in Adegun (2009) identified effectiveness in a series of his
studies related to effectiveness, that it is a symbol of good administration of the
incumbent namely: team work; morale or motivation of staff, good teaching conducive
social climate and counseling as well as rules and regulations. The principal’s ability to
control and maintain school facilities, initiates projects and completes both the new ones
and also those abandoned by his predecessors is exemplary of effectiveness. Equally,
monitoring performance regular staff meeting, interaction, encouraging staff participation
in decision-making are an evidence of effectiveness.
Researchers on administrative effectiveness are often faced with problems of deciding
which organizational aspects and what criteria should be used. Available literature shows
that administrative effectiveness could be measured in terms of the relationship between
the organization and the external environment (Heck, Johnsrud, and Rosser, 2000).
Effectiveness of school administration is however dependent on personal qualities,
interaction with subordinates and the situation as well as the ability to inspire all members
26
of the school community to work together toward the goal of excellence in education
(Brouten, 2005).
Administrative effectiveness is the positive response to administrative efforts and actions
with an intention of accomplishing a stated goal. The administrative performance in
decision making, delegation of duties to subordinates, and setting good examples and
motivating the teachers and students alike in an effort to create a conducive working
environment to accomplish school goal and objective seem to enhance subordinate
performance for school success. The administrative effectiveness of secondary school
principal had been observed by Adegun (2009), as a factor inhibiting attainment of goals
in secondary schools. Tess (2003), claimed that administrators must motivate staff to use
their creativity and initiative as necessary in making inputs, towards the accomplishment
of institutional goals.
School administration is a key determinant for the realization of desired outcomes and
success in schools, hence it is seen as critical by all stakeholders. Makewa, Meremo, Role
and Role (2013) observed that the principal as school administrator, faces enormous
numerous challenges. School principals are on the frontline of the battle to create an
environment for quality education at the secondary school level. However, school
principals work under difficult conditions and are often not well prepared for the tasks
they must undertake routinely Lokon et al, 2015). For one thing, there is an increase in
school population, goals are becoming complex, and resources are short in supply. This
development seems to have contributed to the inability of the school principals to carry
out their duties effectively.
27
Usage of ICT Facilities For School Administration
Surveys on teachers and school administrators’ perception and experiences in Africa on
computers have revealed that both of them viewed the use of computers in the
classrooms as worthwhile but of less importance in administration (Makewa et al, 2013;
Muncheru, 2011; Etudo-Eyo et al, 2010) problems faced in using computers in school
administration were difficulties in obtaining appropriate software, computer viruses,
hardware damage, inadequate number of computers and printers, interrupted power
supply to mention a few.
However, the power and influence flow to those who know more and have access
to better information via ICT facilities. Modern organization’s ability to achieve results and
the decision-making effectiveness of contemporary managers is no longer dependent on
just the quality of the manager but more importantly in the usage of ICT channels. ICT
helps in streamlining administrative processes in the area of communication. ICT is
effective, in eradicating distortion and duplication of information thus enhancing effective
communication. Communication both within and outside the school can be greatly
enhanced by the use of internet (Oyedemi, 2015). However, electronic communication
can never replace human communication for creating enthusiasm and spirit de corps.
Computers are tools not a total replacement for workers. (Etudor-Eyo, Etuk and Azewena,
2009). They found a high level of utilization of ICT by some school administrators in
Akwa Ibom State, Nigeria. But innovative use of ICT in administrative process in most
28
secondary schools in that state seems not to be widespread. This is made so by several
constraints which include lack of funds to sustain the ICT infrastructure, lack of staff with
appropriate skills to manage ICT and absence of institutional policies to support and guide
the use ICT.
Administration of secondary schools is largely dominated by the use of manual
operational methods. Secretaries and typists with outdated typewriters are common
sights in some schools today. Attempts have been made to establish the utilization of
computers in administering secondary schools through interviews and questionnaire to
collect data from principals and teachers. It was revealed that the use of computers in
administrative work made it easier for principals and teachers to store information and
improve quality of documentation (Amenyedzi, Lartey and Dzomeku, 2010; Sinoro,
Odebero and Nasong, 2012). School documentation is one of the core functions of
principals. In the absence of ICT, most principals do pen and paper kind of record keeping
in which more time and energy is spent. However, in light of ICT, devices like computers,
laptops, flash disks and e-mail are preferred for record keeping. If not interfered with ICT
storage devices enhance confidentiality of school information and provide an opportunity
for school staff to digitally prepare, professional records. To this end it is concluded that
computers as storage devices are valuable in terms of storage capabilities and information
retrieval to print, scan or email. Wakhanu and Kamper (2010) revealed that ICT use
positively impacted registration and confirmation of SSCE candidates, recording keeping
of various students’ records and stores and library supplies and meeting minutes in
secondary schools. The result was enhanced efficiency in storage of information and
retrieval, time management and enhanced quality work. In schools with high population,
29
usage of ICT is a big relief with regard to financial costs (Kukali et al, 2018). With the
computer, printer and/or photocopy machine, typing and printing of work in bulk is at low
cost. Principal will also spend less time and less personnel are involved. The administrative
work is therefore much better in terms of quality than when it is handwritten.
Makewa et al (2013) opined that for effective administration, principal should adopt ICT
not only for teaching and learning but also for administrative transactions. Saiti and
Prokopiadou (2009) in the research on the impact of ICT on school administration
indicated that ICT in the school environment may be considered as a synonym for
modernization of schools. The use of ICT in schools is part of the extensive technological
modernization of education and administration.
Principals perceive the importance of the use of ICT in their broad planning process,
despite the challenges (Makewa et al, 2013), computer technology – support demands
visional leadership and effective management from school principals. Afshari, Bakar and
Wong (2010) asserted that principals need to be cognizant of the benefits of the new
technologies. If principals understand the value of ICT and its benefits, they are able to
implement the innovations in their schools. Surveys on teachers’ and principal’s
perception on computers in Kenya revealed that both teachers and principals viewed the
use of computers as worthwhile. Teachers and principals’ perceptions and attitudes play
a significant role in the use of computers. Hence the need to provide pre-service and in-
service training to enable teachers successfully teach using computers in the classroom
and principals to use ICT for administration. The following key administrative areas of ICT
use have been identified namely: student administration, personnel administration,
financial administration, general administration and supervision of instruction. Principals

30
in secondary schools need effective and fast communication and accessibility to
information to perform in these administration areas.
Impact of Usage of ICT on Principals’ Administrative Effectiveness
Humanity is currently in an electronic age which is characterized by bridging the
gap between distance and time, giving way to information revolution built around
information and communication. Therefore, Etudor-Eyo, Ante and Emah (2012) obtained
data from 396 secondary school administrators through the Administrators’ Use of ICT
Questionnaire (AUIQ) and Administrators’ Communication Questionnaire (ACQ) to
investigate how the use of ICT (Information and Communication Technology) predicts
communication effectiveness among secondary school administrators in Akwa Ibom
State, Nigeria. The findings were that the extent of administrators’ use of ICT and the
extent of administrators’ effectiveness in communication are high; there is a significant
positive relationship between administrators’ use of ICT and administrators’ effectiveness
in communication; the effectiveness of secondary school administrators in communication
is significantly predicted by the use of ICT. Based on the findings, conclusions were drawn
and recommendations made that Government should make ICT tools available in all
secondary schools for the administrators; workshops on the use of ICT should be
organized from time to time by the Governments and NGOs (Non-Governmental
Organizations) for school administrators who are not yet ICT literate; and skilled
manpower should be employed to teach those administrators who are still illiterate in this
regard by NGOs, the government, and individuals.
Okon, Ekaette and Ameh (2015) investigated the relationship between information
and communication technology (ICT) utilization and principals’ administrative

31
effectiveness in public secondary schools in Akwa Ibom State, Nigeria. Two hypotheses
were formulated to guide the study. Ex-post facto research design was adopted for the
research. The population of the study comprised all the 348 public secondary school
principals and vice principals in Akwa Ibom State, Nigeria. A sample of two hundred and
fifty-five (255) principals was drawn from eighty-five (85) public secondary schools
through purposive sampling technique. Two self-structured questionnaires titled
“Information and Communication Technology Utilization Questionnaire (ICTUQ)” and
“Principals’ Administrative Effectiveness Questionnaire (PAEQ)” were used for data
collection. The results of the analysis revealed a significant relationship between ICT
usage in the communication process and record keeping, and principals’ administrative
effectiveness. It was recommended that government should reward ICT-compliant
administrators in order to stimulate others in ICT usage for more effective administrative
ends.
Adeyemi and Otileye (2010) investigated the use of information communication
and technology (ICT) for effective management of secondary schools in Ekiti State,
Nigeria. The study was a descriptive survey. The study population comprised all the 182
secondary schools in the State. Out of this population, a sample of 160 secondary schools
was taken and selected through the stratified random sampling technique. Out of the
6,278 teachers in the schools, 812 teachers made up of 160 principals and 652 teachers
were selected for the study. The method of selection was also through the stratified
random sampling technique. The instrument used to collect data for the study was a
questionnaire while the data collected were analyzed using frequency counts, percentages
and Pearson Product Moment Correlation analysis. It was found that the level of provision
32
of ICT equipment to secondary schools in the State was low. The level of principals’
management of schools was also low. The intermittent disruption of electricity and
inadequate funding were found as major problem inhibiting the usage of ICT equipment
for the management of schools in the State. It was concluded that the State government
was not fully ready to imbibe (ICT) for the effective management of secondary schools in
the State. It was recommended that the State government should supply the necessary
ICT equipment to all secondary schools in the State. Government should also improve the
training of principals, teachers and computer personnel in the use of computers and other
ICT equipment through seminar, workshop and in service training.
In this 21st century, there has been great focus on Information Communication
Technology (ICT) integration in educational institutions aimed at realigning operations for
global competitiveness and enhanced service delivery. The government of Kenya, through
the National ICT Policy and strategic plan of 2006, set strategies and invested in ICT with
the objective of integrating ICT in educational institutions. In Public Secondary Schools
(PSS), principals’ leadership was relied upon to oversee integration. However the impact
is way below expectations due to financial constraints, unavailability and inadequacy of
ICT equipment and lack of training. Kukali, Kawasonga and Rabari (2018) principals’
leadership in ICT integration in Public Secondary Schools Management (PSSM) in
Bungoma County, Kenya. Objective of the study was to assess the impact of principals’
leadership in ICT integration in PSSM in Bungoma County. This study adopted Hasan
(1998) Activity Theory in which whole work activity is broken into subject (person
studied), tool (mediating device) and object (intended activity). Descriptive survey
design was employed. Study population was 272 Principals and 272 Deputy Principals
33
(DPs) from PSS. Simple random and saturated sampling techniques were utilized to select
82 principals and 245 DPs respectively. Instruments of data collection were Interview
schedules, questionnaire, Observation Checklist and Document Analysis Guide. Validity
was ascertained by revising the instruments based on feedback from experts in the School
of Education, Maseno University. A pilot study was conducted among 27(10%) principals
and 27(10%) DPs using test re-test method and this yielded reliability of 74 for DPs’
questionnaire which was above .70 threshold and therefore acceptable. Quantitative data
were analyzed and presented in terms of frequencies and percentages while qualitative
data from interview schedules, open ended questionnaires, Observation Checklist and
Document analysis guide were analyzed thematically. The study revealed high impact on
effective registration of Kenya Certificate of Secondary Schools (KCSE) candidates and
time management, moderate impact on improved communication with stakeholders,
provision of easier environment in record preparation while majority rated enhanced
financial accountability no impact. The study recommended that the Ministry of Education
(MOE) should increase its budgetary allocation to improve on availability and adequacy
of ICT equipment and mount an in-service program on financial automated management
systems for principals’ to enhance knowledge and skills in ICT integration.
Onyeike and Nwosu (2018) investigated principals’ administrative and supervisory
roles for teachers’ job effectiveness in secondary schools in Rivers State. Two research
questions and two hypotheses guided the study. Descriptive survey was adopted while
the population of the study was 8452 teachers of secondary schools in the state. The
sample size of 265 teachers which represent 3.1% of the entire population was drawn
through cluster sampling technique. A questionnaire titled principal’s administrative and
34
supervisory roles for teachers’ job effectiveness Questionnaire (PASTJEQ) was developed
and used for data collection. The research questions were answered using mean (X),
mean set (X X), standard deviation (SD) and rank order statistics to answer the research
questions, while the null hypotheses were tested at 0.05 level of significance using the
ztest statistics. The findings among others are as follows: principals engage in staff
personnel administration and providing assistance on instructional activities to teachers
in Rivers State. It was recommended among others that Principals should adopt modern
supervisory techniques that are more human and government should initiate a periodic
training for principals on administrative roles performance.
Makewa, Meremo, Role and Role (2013) investigated whether there was a
significant difference between teachers’ and administrators’ perceptions on the
importance of Information and Communications Technologies (ICT) in secondary school
administration and evaluated the extent to which it was used by administrators in Kenya.
In this study, administrators are those involved in the day to day running of secondary
school duties such as: the principal, deputy principal and heads of departments. The
researchers used a descriptive-comparative research design to obtain information on the
current status of ICT. The t-test was used to establish whether there was any significant
difference in perceptions while a Pearson product-moment correlation coefficient was
used to find whether there was any significant relationship between educators’
perceptions of the importance and extent of ICT use in secondary school administration.
Both teachers and administrators rated the use of ICT in secondary school administration
as important. Teachers and administrators viewed the use of ICT in student administration
as equally important. Administrators rated the importance of using ICT in supervision of

35
instruction and in student administration more highly. There was a significant difference
between the perceptions of teachers and administrators on the importance of ICT use in
the following areas of secondary school administration: student administration, general
administration and supervision of instruction.
Information and Communication Technology (ICT) sweeping through the global
world, there is the need for Nigeria and her educational administrators to keep abreast of
the principles and applications of ICT for effective job performance. Adewole (2016)
examined the impact of ICT on principals’ administrative effectiveness in Kwara State
Secondary Schools. The study used a descriptive survey method of research design.
Random sampling technique was used to select 60 out of 333 senior secondary schools
in Kwara State. Also, a principal and two vice principals’ were selected from each of the
60 public secondary schools used for this study. This brought the total of respondents
used to 180. Data were collected using a structured questionnaire titled “ICT and
Principal’s Administrative Effectiveness Questionnaire” (ICTPAEQ) which was used to elicit
data from the respondents. Data collected were statistically treated with frequency
counts, cross tabulations and percentages in analyzing the research questions raised in
this study. Results obtained revealed that, the level of availability of Information and
Communication Technology (ICT) facilities in the sampled secondary schools was
moderated. Principals frequently utilize ICT facilities like radio for listening to latest
happenings around the globe, handsets for communication between principal and staffs
principal and students as well as staff and students and Scanners for scanning passports
and documents. Principals’ are effective with the use of ICT equipment in browsing the
internet for up-to-date information hypotheses? From the findings of this study, it was
36
recommended that, the Federal Government of Nigeria should as a matter of urgency put
more effort improving the power supply to all schools in the Country; and government in
the respective State should also intensify more effort in increasing the funding of
secondary schools in line with the UNESCO standard of 26% allocation of national budget
to education.
Merirenga and Koringura (2013) studied the utilization of computers in managing
secondary schools in West Pokot county, Kenya among principals, deputy principals and
teachers. The study revealed that use of computer in administrative work made it easier
for both. For instance, it made students records safe in term of storage and
documentation. Computer generated data improved efficiency in performance of school
administration. The use of ICT in management improved effectiveness and efficiency,
decision-making, accountability, communication and record keeping making these
functions cost-effective and easier in public secondary schools (Manduku, Kosgey and
Sang, 2012). Working in the Kesses Zone in Kenya, the researchers found that in spite of
the benefits associated with adoption and use of ICT in management, school management
had not fully realized full potential of ICT in carrying out management
activities.
In a study carried out in Tehran Iran, Afshari et al (2010) carried out a study on principals’
level of computer use and some contributing factors. The sample comprised secondary
school principals. The study established that ICT usage improved principals’ ability on
school budgeting monitoring and reporting management skills relevant to current
information age. Beside the Internet provide principals an opportunity to improve
management skills, like decision-making and problem solving.

37
A study was carried out on use of computers and Internet as supplement sources of
educational materials in senior high schools of Tema Metropolis Ghana. The study
revealed that at least 30% of teachers used computers and Internet for research and
data base to retrieve students’ academic performance records easily and fast.
Computerizing reporting system in school saved time for administrative staff. The
management in turn harmonized reports from teachers work modalities to monitor and
track students’ performance. Through parental alert software, there was faster
communication with parents. Automatically generated cell phone calls, text messages and
e-mails were used to update parents on students’ performance (Amenyedzi, Latery and
Dzomeku, 2010).
Summary of Literature Review
From system theory, it is understood that the school is an open system which consists
of many interrelated parts, including administrative staff, administrative tools,
infrastructural facilities, students among other parts. In this study, the impact of usage
of ICT on principals’ administrative effectiveness was the focus. Administration is the
process of systematically arranging and coordinating the human and material resources
available in an organization for the purpose of achieving the stipulated goals of the
organization (Adebayo, 2011; Adekunle, 2013). Secondary principals are administrators.
The principal has multiple tasks to achieve in order to accomplish stipulated goals
effectively. This includes usage of facilities (such as ICT facilities) to make his/her
administration effective (Okorie, 2009; Adesina, 2010). The principal’s administrative
38
ability to control, maintain and use facilities to achieve goals is described as effective
(Makewa, Moremo, Role and role, 2013; Lokon et al 2015).
Information and Communication Technology (ICT) is a broad based technology which
includes methods, managements and applications that are employed in the creation,
storage manipulation and communication of information (Maki, 2008; Ekpe, 2009) ICT
facilities such as computers, internet, video cameras, and laptops are believed to be
inadequate in quantity and quality in secondary schools. Also the usage of ICT is believed
to be low, although its importance is recognized (Mancheru, 2011; Oyedemi, 2015).
Many studies on the impact of ICT usage on secondary school principals’ administrative
effectiveness have been conducted. Some studies have revealed that the extent of ICT
usage is high and there is a significant positive relationship, between ICT usage and
principals’ administrative effectiveness (Etudor-Eyo, Ante and Emalo, 2012; Okon, Ekaette
and Ameh, 2015). On the other hand, some studies revealed that the extent of usage of
ICT is low and the relationship between ICT usage and the principals administrative
effectiveness is positive but not significant (Adewole, 2016; Manduku,
Kosgey and Sura, 2012).
CHAPTER THREE
RESEARCH METHOD
39
This chapter discussed the following items: research design, population, sample
size, sampling techniques, instrumentation, validity of the instruments, reliability of the
instruments, administration of the instruments and data analysis plan.
Research Design
The study used descriptive survey research design. This design was considered
appropriate because the researcher had no direct control over the variables of the study,
since they had already accrued. They were inherently not manipulable. Descriptive survey
design is one involving data collection from a large population cheaply and quickly through
taking a sample of the population (Cooper & Sehinde 2011).
Descriptive survey design was adopted. As noted by Salkina (2009) the survey
gathers data at a particular point in time and uses them to describe the nature of existing
conditions. This study was carried out in Anambra State senior secondary schools. It
investigated the relationship between two major variables namely usage of ICT tools and
level of principals’ administrative effectiveness.
Population of the Study
The target population included 257 principals and 1028 Vice Principals in 257 public
senior secondary schools spread throughout six education zones and 21 local government
areas. The target population also included 7000 senior secondary school teachers.
(Nwafor Orizu College of Education Demonstration Secondary School, 2019)
Sample Size
Kukali, Kawasonga and Rabari (2018) observed that an adequate sample size is the one
large enough to answer research question; but not too large to prohibit in-depth analysis.
40
The present researcher took 20% of the population of 1285 principals/vice principals and
3% of the population of 7000 teachers. This works out to be 257 and 210 participants
respectively.
Sampling Techniques
A multistage sampling approach was adopted. A random sample of 12 out of 21
local government areas were selected (Appendix 1). The number of schools randomly
selected in each was 7, bringing the total to 83. Appendix 2 contains the list of selected
schools in 12 selected local government areas. There are 21 local government areas in
Anambra state.
The number of principal and vice principals in each secondary school is five (one
principal, four vice principals in charge of academic and administration). The sample of
257 principals in 83 schools were purposively selected.
Instrumentation
Two research instruments were used in this study: The first was administered on
principals and the second on secondary school teachers who were in a position to talk
about the administrative effectiveness of their principals. The first questionnaire had two
parts. Part A elicited information on the demographic characteristics of the subjects, which
were position, length of working experience, location, gender and highest educational
qualification. Part B consisted of three sections. Section 1 elicited information on the level
of availability of ICT facilities in the public senior secondary schools of Anambra State.
Section 2 required information on the extent of usage of ICT for administrative purposes
in schools. Section 3 requested the responses of principals and vice principals on how
41
they perceived the importance of usage of ICT to selected areas of schools administration
effectiveness.
The numbers of items in the three sections were 18, 16 and 10 respectively. Each of
sections 2 and 3 had a 4-point Likert-type rating scale attached to each item. For section
2, they were Very Often Used (4 points), Often Used (3 points), Seldom Used (2 points)
and Rarely Used (1 point). For section 3, the alternative responses were Very High (4
points), High (3 points), Low (2 points) or Very Low (1 point).
The teachers’ questionnaire had only one section on level of administrative effectiveness
of principals. It had 16 items with alternative responses as Very Effective,
Effective, Ineffective and Very Effective.
Validity of the Instruments
The face validity of the instruments was determined by three experts in
Educational Management and Test and Measurement( from the Nnamdi Azikwe University
Awka) who examined the instrument to determine whether or not they measured what
they were supposed to measure. Their comments were used to revise the items (See
Appendices 3 and 4).
Reliability of the Instrument
The reliability of the instruments was established using the test-retest reliability
technique. In doing this, the questionnaire was administered on 15 teachers and 15
principals in five schools outside the 12 LGAs selected. After a period of two weeks the
instruments were re-administered on the same 30 subjects. The data collected on the
two occasions were collated and analyzed’ using the Pearson Product Moment Correction
42
formula. This yielded reliability co-efficient of 0.76, 0.78 for sections 2 and 3 of first
instrument and 0.76 for second one. Since the figures were higher than 0.70 threshold
(see Kukali et al, 2018:4). The instruments were therefore reliable.
Administration of the Instrument
The administration of the instruments was on the subjects done by the researcher and
five research assistants who were trained for this task. Each person worked in two LGAs
making 12 LGAs (See Appendix 2). In each of them, researcher and his team met with
the principal for adequate introduction and permission to administer the instrument.
Sufficient time was given for the completion of the instrument on the spot, after which it
was retrieved. Many of the subjects were not on seat to be contacted. Some others did
not co-operate to fill the instruments. After the exercise, 220 respondents out of the 257
subjects provided usable copies of the questionnaire in each case.
Data Analysis Plan
The data collected from the 220 principals and 140 teachers were collated and analyzed
using frequency counts, percentages and means to answer the four research questions.
Pearson product moment correlations co-efficient and student’s t were used to test the
three null hypotheses at 0.05 level of significance. The researcher employed the services
of computer programmes and analysts to process the data. If the mean range is below
2.5 for any items, then the effectiveness of the administration of the principal on it is low.
If the mean score is 2.5 or above 2.0, then administrative effectiveness level is high.
43
CHAPTER FOUR
DATA ANALYSIS
The data collected were analyzed and presented in tables in line with the research
questions and hypotheses that guided the study as follows;
Research Question 1: What are the ICT facilities available in the public senior
secondary schools in Anambra State?
44
Table 1: Availability of ICT Facilities in Public Senior Secondary Schools

S/No Facility Available Not Available
Frequency % Frequency %
1. Computer 198 90.0 22 10.0
2. Handset 200 90.9 20 9.1
3. Printer 198 90.0 22 10.0
4. Laptop 111 50.5 109 44.5
5. Radio 141 64.1 79 35.9
6. Television 98 44.5 122 55.5
7. Computer Accessories 112 50.9 108 49.1
8. Scanning Machine 67 30.1 153 69.9
9. Projector 90 40.9 130 59.1
10. Projector Screen 90 40.9 130 59.1
11. Satellite Dish 71 32.3 149 67.1
12. Photocopy Machine 112 50.9 108 49.1
13. Internet Services 63 28.6 157 71.4
14. Software 131 59.5 89 40.5
15. Fax Machine 21 9.5 199 90.5
16. Video player 198 90.0 22 100
17. CCTV 0 0 220 100
18. Voice Amplifier 198 90.0 22 10.0
Average Percentage - 53.0 - 47.0
Source: Field Survey, 2019
As indicated in table 1, the schools are deficient in eight of the 18 facilities, since
percentage available is less than 50%. Closed circuit television (CCTV) records zero (0)
percent, followed by tax machine, internets, scanning machine, satellite dish, projector,
projector screen and television. Most schools have computer sets (90%), printers (90%),
handset (90%), video player (90%), and voice amplifier. The average percentage
availability of ICT facilities is 53% which is moderate.

45
Research Question 2: What is the extent of ICT usage for administrative purposes in
the public senior secondary schools of Anambra State?
Table 2: Extent of Usage of ICT Facilities in Anambra State Public Senior

Secondary Schools
S/No Usage of ICT Mean Score on Interpretation
Usage Extent
1. Computer for typing processing 2.6 High Extent (HE)
and storage of data and
information.
2. CDs or flash drive for storing data 2.7 HE
and information.
3. ICT usage to prepare and store 2.8 HE
financial data and information.
4. Computer accessories for 2.8 HE
processing and storing data on
students’ results.
5. ICT usage for recording students’ 1.6 Low Extent (LE)
counseling needs and interactions.
6. Video equipment for recording 2.6 HE
instructional and sports
programmes
7. Radio cassette recorder-player for 2.7 HE
minutes of PTA and staff
meetings.
8. Television set or video equipment 1.3 LE
to record teachers’ performance
9. Browsing the internet for relevant 1.2 LE
information meant for staff and
students.
10. Listening to radio and television to 1.1 LE
obtain relevant information for
school administration.
11. Use of e-mails to communicate with 1.4 LE
supervising ministry or agency
12. Use of handset for interpersonal 2.8 HE

communication in the school.
46
13. ICT usage for prompt release of 2.6 HE

examination results.
14. Use of ICT software to improve the 2.6 HE
efficiency of teaching lessening
process and teacher job
performance.
15. ICT usage for accurate information 1.2 LE
dissemination in the school.
16. ICT usage to enhance 1.0 LE

communication with outside
stakeholders
Average Mean 2.3 LE
The data in table 2 highlights the extent of usage of ICT facilities in public
secondary schools in Anambra State. The result of the data analyzed showed that the
respondents had an average mean score of 2.3 which indicates low extent usage of ICT
facilities.
Research Question 3: What is the level of principals’ administrative effectiveness in
Anambra State public senior secondary schools?
Table 3: Level of Principals’ Administrative Effectiveness in Public Senior

Secondary Schools
S/No Statements to Measure Effectiveness Mean Interpretation
Effectiveness Score
1. Keeping and updating personnel 2.51 High (H)
data and information on staff and
students.
2. Keeping inventory of school stores 2.53 H
and property
3. Registering students for SSCE in 1.59 Low (L)
NECO and WAEC.
47
4. Maintaining accurate records of 2.56 H

continuous and termly assessment
record of students.
5. Maintaining students’ and staff 1.77 L
discipline records.
6. Preparing and keeping staff work 1.29 L
schedule, load and time table
7. Admission registration of new 2.7 H
students.
8. Keeping relevant data and 2.7 H
information on school budget and
finances.
9. Issuing of internal memos 2.6 H
10. Circulating minutes of staff 1.77 L
meetings
11. Delegation of duty and 2.0 L
responsibility
12. Harmonious relations with 1.84 L
supervising ministry or agency
13. Getting information across to 1.88 L
parents/guardians
14. Holding regular staff and PTA 2.56 H
meetings
15. Free flow of principal-staff 2.36 H
communication
16. Adequate management-student 1.77 L
communication
Average mean 2.6 H
Table 3 shows that, out of the 16 items (8 for record keeping and 8 for
communication as administration areas), only seven recorded high principal
administrative effectiveness. These are: Keeping and updating personal data and
information on staff and students, keeping inventory of stock and school property,
maintaining accurate records of continuous and termly assessment records of students,

48
admission and registration of students, issuing of internal memos, holding regular staff
meetings, free flow of principal-staff communication.
On the whole the average mean for principals’ administrative effectiveness is 2.6 which
is high.
Research Question 4: What is the impact of ICT usage on urban and rural-based
principals’ administrative effectiveness?
Table 4 : Impact of ICT usage on Principals’ Administrative Effectiveness in

Urban and Rural Secondary Schools.
S/No `Area of ICT Usage Impact Mean Score
Administrative Urban Interpretation Rural Interpretation
Effectiveness N =119 N =
101
1. Communication 2.8 High (H) 2.2 L
2. Record Keeping 3.0 H 2.3 L
3. Problem-Solving 2.1 Low (L) 2.2 L
4. Finance 2.7 H 2.4 L

Administration
5. Curriculum and 2.8 H 2.6 H
Instruction
6. Material Resources 2.4 L 2.4 L
Admin
7. General 2.6 H 2.6 H
Administration
8. Staff Personnel 2.3 L 2.3 L
Admin
9. Student Personnel 2.3 L 2.1 L
Admin
10. School Plant Admin 2.2 L 2.0 L
Average Mean 2.52 H 2.3 L
49
Table 4 shows that principals in urban-based public secondary schools perceived
the impact of ICT usage in five areas of administrative effectiveness as important. These
areas are communication, record keeping, finance administration, curriculum and
instruction and general administration as high. In general the ICT impact was perceived
as high. (Mean = 2.52).
On the other hand, the impact of ICT usage on administrative effectiveness in the
rural-based public secondary schools is low. (Mean = 2.30). It is only in two out of ten
areas of administrative effectiveness that the impact of ICT usage is high.
Research Question 5: What is the impact of ICT usage on male and female
principals’ administrative effectiveness?
Table 5: Impact of ICT usage on Male and Female Principals’ Administrative

Effectiveness in Public Secondary Schools.
S/No `Area of ICT Usage Impact Mean Score
Administrative Male N Interpretation Female Interpretation
Effectiveness =125 N = 95
1. Communication 2.6 High (H) 2.5 H
2. Record Keeping 2.8 H 2.7 H
3. Problem-Solving 2.4 L 2.2 L
4. Finance 2.7 H 2.8 H
Administration
5. Curriculum and 2.8 H 2.8 H
Instruction
6. Material Resources 2.2 L 2.4 L
Admin
7. General 2.7 H 2.9 H
Administration
50
8. Staff Personnel 2.1 L 2.4 L

Admin
9. Student Personnel 2.2 L 2.1 L
Admin
10. School Plant Admin 2.3 L 2.0 L
Average Mean 2.47 H 2.40 L
Table 5 shows that male principals perceive the impact of ICT usage in five areas
of administrative effectiveness as high. These areas are communication, record keeping,
finance administration, curriculum and instruction and general administration. On the
whole the ICT impact was perceived as high. (Mean = 2.5).
On the other hand, the impact of ICT usage on administrative effectiveness was
perceived as low (Mean = 2.40) by female principals in the public secondary schools. But
in five out of ten areas of administrative effectiveness, female principals perceived the
impact of ICT usage as high.
Testing the Null Hypotheses
Null Hypothesis 1 (H01): There is no significant relationship between ICT usage and
principals’ administrative effectiveness in Anambra State public senior secondary schools.
Table 6: Pearson Correlation Analysis of the Relationship Between Usage of

ICT Facilities and Principals Administrative Effectiveness
Variables N Mean Std Df r-cal r-tab Decision
Dev
Usage Of ICT For 220 1.9
Administration 0.1 218 0.12 0.138 Accept
Principals’ Administrative 220 2.2 0.30 H01
Effectiveness
Significance level = 0.05
51
In table 6, the calculated r coefficient (0.12) is lower than the tabulated r coefficient
(0.14). This means that the calculated which is moderate, not significant. The null
hypothesis is not rejected. There is no significant relation between usage of ICT for
administration in general and principals’ administrative effectiveness in Anambra State
public senior secondary schools. Impact of ICT usage on principals’ administrative is
moderate but not significant.
Null Hypothesis 2 (H02): There is no significant difference in the impact of ICT usage
on urban and rural-based principals’ administrative effectiveness in public secondary
schools.
Table 7: T-Test Analysis of the Difference in the Impact of ICT Usage on

Administrative Effectiveness Among Principals in Rural and Urban Secondary
Schools
Variables N Mean Std Df t-cal t-tab Decision
Dev
Principals urban schools 220 2.52 0.35
Principals’ in Rural 220 2.30 0.34 218 0.98 1.968 Accept
Schools H02
From table 7, it is observed that the calculated t (0.98) is lower than the tabulated
t (1.97). The means that the calculated t is not significant. Therefore the null hypothesis
is not rejected. There is no significant effectiveness in principals’ perception of the impact
of ICT usage on administrative effectiveness in rural and urban-based public secondary
schools.
52
Null Hypothesis 3 (H03): There is no significant difference in the impact of ICT usage
on principals’ administrative effectiveness among male and female principals in public
secondary schools.
Table 8: T-Test Analysis of the Difference among Male and female Principals
on Impact of ICT Usage on Administrative Effectiveness
Variables N Mean Std Df t-cal t-tab Decision
Dev
Male Principals 125 2.5 0.31
Female Principals 95 2.40 0.30 218 1.02 1.97 Reject
H03
From table 8, it is observed that the calculated t (1.02) is lower than the tabulated
t (1.97). This means that the calculated t is not significant. The null hypothesis is not
rejected. There is no significant difference in the perceptions of male and female principals
about the impact of ICT on administrative effectiveness in public secondary schools.
Summary of the Findings
The following are the major findings derived from the data analysis;
i. The level of availability of ICT facilities in Anambra State Public Senior Secondary
Schools is moderate. Most schools have computers, printers, handsets, video
players and voice amplifiers. But the schools are deficient in eight different facilities
including close-circuit television (CCTV), fax machine, internet, and satellite dish
among others.
ii. The extent of usage of ICT for administrative purposes is low (mean = 2.1).
iii. The level of principals’ administrative effectiveness high (mean = 2.6) iv. The
impact of ICT usage on male and female principals’ administrative
53
effectiveness is high and low respectively.
v. The impact of ICT usage on urban- and rural based principals’ administrative
effectiveness is low and high respectively.
vi. There is no significant relationship between ICT usage and principals’
administrative effectiveness, through the relationship is positive and moderate (r
= 0.52).
vii. There is no significant difference on of ICT usage on principals’ administrative
effectiveness among male and female principals.
viii. No significant difference exists in the impact of ICT usage on principals’
administrative effectiveness in rural and urban-based secondary schools.
Discussion of the Findings
The foregoing shows the analysis data collected and summary of the major findings.
It was revealed that the level of availability of ICT facilities is moderate. Although
most schools have computers and printers, almost all schools do not have fax machines,
scanning machines, projectors and other ICT tools. This finding agrees with those of
Adeyemi and Olaleye (2010) which indicate that ICT equipment for effective
administration are deficient in public secondary schools in Ekiti State. The finding of this
study is also consistent with those of Adewole (2016) in Kwara State senior secondary
schools which indicated that the level of availability if ICT facilities is moderate. This
indicates that ICT tools are not vigorously provided for the secondary schools by the State
Governments.
54
The present findings indicating principals’ level of administrative effectively is
slightly high agrees with the findings of Uzoigwe (2013) that the extent of principals’
administrative effectiveness in Enugu Education Zone public secondary schools was high
in these areas:
(i) Organization of the schools (general administration) and
(ii) Administration of human and material resources.
The same author revealed that principals’ administrative effectiveness was low in the
areas of:
i. Supervision of instruction.
ii. Motivation of staff and iii. Students discipline
Furthermore, this study’s finding on principals’ level of administrative effectiveness
contrasts that of Adeyemi and Olaleye (2010) in Ekiti State where the level of
effectiveness was low perhaps high student population made worse by shortage of human
and material resources are responsible for principals’ low job administrative effectiveness.
The present study revealed that the extent of ICT usage for administration is low. This
finding supports that of Al-Sharija (2013) in Kuwait that the utilization of ICT in
educational management is still at an early stage. The present findings are also consistent
with Adeyemi and Olaleye (2010) that the usage of ICT facilities in schools was at a low
level in Ekiti State, Nigeria. On the other hand, Etudo-Eyo et al (2012) showed that the
extent of school administrators’ use of ICT was high. This implies that many secondary
school administrators in the study were literate in ICT and were committed to its use.
Moreover Adewole (2016) agreeing with Etudo-Eyo and others (2012) revealed that
principals in Kwara State secondary schools frequently used ICT tools like radio,
55
television, handset, scanner, but the level of internet use was low. Constraints like lack
of ICT knowledge and expertise as well as low level of availability of softwares and
unstable electricity supply bedeviled use of ICT for administrative purposes. The same
constraints limited ICT usage for administration in Uyo Senatorial District, in Cross River
State (Okon et al, 2015). These limited innovative use of ICT in the administration
process.
Principals’ in urban and rural locations differ on the impact if ICT usage on principals’
administrative effectiveness. Again male and female principals duffer on the impact of
ICT usage on administrative effectiveness in public secondary schools in Anambra State.
In both cases the difference is in favour urban-based principals and male principals
respectively. This finding contrasts those of Afshan et al (2010) and Mokewa et al (2013)
that male and female principals in Kenya viewed the use of ICT in student administration,
finance administration supervision of instruction and general administration to be very
important.
Overall, the relationship of usage between ICT usage and principals’
administrative effectiveness is positive but not significant in Anambra State public senior
secondary schools as pointed out in this study. Adeyemi and Olaleye (2010) however
revealed that there was significant positive relationship between usage of ICT and
principals’ level of administrative effectiveness in Ekiti State secondary schools. This
suggests that the more the use of ICT for administration, the better would be the level of
effective administration in the schools, and vice versa.
56
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
The enormous rise in the number of students in secondary schools as well as the
multiplicity of programmes have made school administration to be complex. These have
made the use of information and communication technology (ICT) for the administration
of secondary schools imperative. In this regard the purpose of this study, was to assess
impact of ICT usage on principals’ administrative effectiveness in Anambra State public
senior secondary schools.
The study adopted a descriptive survey research deign. The population comprised 771
principals in 257 schools spread across 21 local government areas of the State. A
purposive sample of 254 of principals from a random sample of 83 schools across a
random sample of 12 LGAs was selected. A purposive sample of 254 teachers from 83
schools in 12 LGAs were also chosen at random. Data were gathered primarily through
two structured questionnaires.
57
Data generated were analyzed with descriptive statistics: frequencies,
percentages, and means to answer the research questions. The null hypotheses were
tested using Pearson Product Moment Correlation Co-efficient t (r) and Student’s t-test.
Findings obtained indicated that: the level of availability of ICT facilities in the
sampled schools is moderate and the extent of ICT usage for administration was low. The
level of principals’ administrative effectiveness is high. The relationship between usage of
ICT and principals’ administrative effectiveness is positive and moderate but not
statistically significant. There is no significant difference in the impact of ICT usage on
principals’ administrative effectiveness among male and female principals and as well as
on principals administrative effectiveness in rural and urban-based public senior
secondary schools in Anambra State.
Conclusion
One of the findings of the study is that many senior secondary schools in Anambra State
are deficient in the availability of ICT facilities. This is an indication that ICT materials are
not vigorously provided for the schools. A finding in this study is that the extent principals’
administrative effectiveness is high. This is an indication that administrative functions like
communication, record keeping, finance administration and supervision of instruction are
performed effectively. But it is surprising extent usage of ICT for administration is low.
Utilization of ICT should make school administration easier and less costly, in all its
ramifications. Changes in the level of use of ICT would also cause changes in
administration in general. This is why the finding that impact of usage of ICT on principals’
administrative effectiveness is positive and moderate though not statistically significant.
58
The independent variable of gender and location of the principals in their perceptions of
the impact of ICT usage on principals’ administrative effectiveness were found to be
insignificant.
Recommendations
Based on the findings of this study, it is recommended that:
i. The Anambra State Government or its agency supervising secondary schools
should show more interest in imbibing information communication technology
(ICT) and in supplying the necessary ICT facilities to secondary schools in urban
and rural locations.
ii. Government should also improve on the level of training of principals, teachers as
computer and other ICT personnel through induction courses, refreshers courses,
seminars and workshops. iii. Principals and vice principals should also show
more interest in the use of ICT for the administration of their schools.
iv. The State Government should try to provide electricity generating sets to all
secondary schools in order to reduce impact of the intermittent supply of pubic
electricity supply.
v. Government should provide well-equipped dedicated classrooms in all schools for
use at computer centres.
vi. Skilled manpower should be consulted to teach principals and staff who are still
illiterate in ICT.
59
vii. The packages that accompany computers should be provided by the government,
individuals and non-governmental organizations to schools.
viii. The Federal Government and the State Governments should increase the funding
of education in line with the UNESCO standard of 26% allocation of national or
state budgets to education.
Suggestions for Further Studies
The following suggestions are made for further studies:
1. Constraints to the effective usage of ICT in public and private secondary schools.
2. Usage of handset for administrative effectiveness in secondary schools.
3. Usage of ICT for different aspects of school administration like student
administration, personnel administration, and financial administration.
4. Impact of ICT usage on delivery of instruction in the classroom.
5. Impact of availability and use of ICT tools, and school secretaries’ job performance.
6. Availability and utilization of ICT facilities in the rural-based secondary schools.
7. Evaluation of Nigeria National Policy on Education as it related to ICT usage.
8. Principals’ attitudes towards personal use and school use of computers.
Limitations of the Study
The following difficulties were encountered in the course of the research;
60
1. Attitude of respondents: The respondents were sometimes lukewarm towards the
researcher. However, the researcher still managed to successfully administer the
instruments.
2. Logistics: High cost of fare to and fro the various local governments in Anambra
State being researched posed some difficulties to the research.
3. Dearth of fund: Lack of funding needed to execute the various aspects of the
research was a challenge.
61
REFERENCES
Adebayo, A. (2011) Principles and practice of public administration. Ibadan: Spectrum

Books Ltd.
Adekunle, A.O. (2013) Mastering management: Principles and practice. Lagos:

Ormaken
Nigeria Co.
Adeyemi, T.O. & Olaleye, F.O. (2010) Information and communication technology (ICT)
for the effective management of secondary schools for sustainable development in
Ekiti State, Nigeria. American-Eurasian; Journal of Scientific Research, 5 (2), 106-
113.
Adesina, O. (2010). Some aspects of school management. Lagos: Educational

Publishers.
Adegun (2009) Comparative study of the administrative effectiveness of head teachers in

public and private schools in Ekiti State Nigeria. Journal of Educational
Administration 5 (2), 196-200.
Afshari, M. Abubakar, K & Wong, S.L. (2010) Principal’s level of computer use and some
contributing factors. International Journal of Educational and Information
Technologies, 2 (4), 121-124.
62
Agboola, A.A. (2008) Optimizing the use of information and communication technology
in Nigerian banks. Journals of Internet Banking and Commerce, 13 (1), 1-15.
Agomuo, E.E. (2005). Modern office technology: issues, procedures and practice.
Nsukka: University of Nigeria Press.
Aina, S. (2011) Rudiments of educational management. Lagos: Fountain Training

Consult.
Al-Shariya, M. (2013). Leadership practices of Kwaiti secondary school principals.

Embedding ICT. PhD Thesis Queen’s University, Australian.
Aldrich, H. (1979). Organization and environment. Prentice-Hall: Englewood Cliffs.
Anambra State Ministry of Education (2015) Government Secondary Schools in Anambra

State. https://www.manpower.com.ng/lists/govt.sec.schools/state/4.
Andoh, C.B. (2012) Factors influencing teachers’ adoption and integration of ICT into
teaching: A review of literature. International Journal of Education and
Development Using ICT, 8 (1), 136-155.
Amadi, E.C. (2008) Introduction to educational administration: A module. Port Harcourt:

Harey Publications.
Amenyedzi, F.K.; Lartey, M.N. & Dzonzeku, B.M. (2011). The use of computers and
internet as supplementary source of educational materials. Contemporary
Educational Technology, 2 (2), 151-167.
Asiabaka, I.P. (2010) Access and use of information and communication technology (ICT)
for administrative purposes by principals of government secondary schools in
Nigeria. The Researcher, 2 (1), 43-50.
Austin, G. (2009). Exemplary schools and the search for effectiveness: Journal of
Educational Leadership, 37 (1), 10-14.
Azih, N. (2012) Capacity building in modern office technology: An imperative for effective
secretarial productivity. Asian Journal of Business Management, 5 (2), 193-196.
63
Barile, S., Polese, F. (2010). Linking the viable system and many-to-many network
approaches to service-dominant logic and service science. Journal of Quality and
Service Science. 2 (1), in print.
Bello, S.A. (2003) Historical development of educational administration in Nigeria.

Lagos: Dedun Educational Books.
Besong, J.B. (2001) Personal background and administrative effectiveness of primary

school head teachers in Cross River State. Unpublished M.E.d Thesis, University
of Calabar, Calabar.
Brouten, A. (2005) Strategies for managing secondary education resources situation in

Lagos. Journal of Studies in Education, 5 (1), 41-48.
Chaka, J.G. (2008) Information and communication technology (ICT) as a vital tool in
the education sector reform in Nigeria. Nigerian Journal of Sociology in
Education (NJSE), 2 (2), 18-190.
Chukwumez, U.L. (2002) Challenges and prospects of ICT for secretarial administration
curriculum. Business Education Journal, V (1), 179-184.
Edefiogho, D.H. (2005) Information and communication technology and overall

development: New frontiers shekinah home coming. Nsukka: Stanzero Printers.
Ekpe, E.E. (2009) Application of information and communication technology (ICT) in

the administration of secondary schools in southern senatorial district of Cross River
State. Unpublished Med Thesis, University of Calabar, Nigeria.
Etudor-Eyo, E., Ante, H.A. & Emah, I.E. (2012). The use of ICT and communication
effectiveness among secondary school administrators. EDUCARE-Internal Journal
of Educational Studies, 4 (2): 125-135.
Fafunwa, A.B. (2004). History of education in Nigeria. Ibadan: Macmillan Publishers

Nigeria Limited.
Federal Republic of Nigeria (2000). National policy on education. Revised Edition Lagos.
Federal Government Press.
Federal Republic of Nigeria (2012). National policy on educational. Lagos: NERDC.
64
Golinelli, G.M. (2009). L’approccio sistemico vitale: nuovi orizzonti di ricerca per il
governo dell’impresa. Sinergie. (80), IX-XXII.
Golinelli, G.M. (2010). Viable systems approach (VSA). Governing business dynamics.
Padova: Kluwer (Cedam).
Heck, R.H., Johnson, L.K. & Rosser, V.J. (2000) Administrative effectiveness in higher
education: Improving assessment procedures. Research in higher education, 41,
(6).
Kosoko, S. (2001) Banks and information technology contracts. Modes international

Journal of law and business quarterly, 5 (1), 20-34.
Kusali, A.A., Kawasonga, M. & Rabari, J. (2018) Impact of principals’ leadership in ICT
integration in public secondary schools management in Bungoma County, Kenya.
Journal of information engineering and applications, 8 (5), 1-11.
Leigha, M.B. (2010) Teacher supervision and inspection, Owerri: Job Press.
Makewa, L. Moremo, J., Role, E 7 Role, J. (2013) ICT in secondary school

administration in rural Southern Kenya: An educator’s eye on the importance and
use. International journal of education and development using information and
Co
communication technology, 9 (2), 48-63.
Maki, C. (2008) Information and communication technology for administration and

management for secondary schools in Cyprus. Journal of online learning and
teaching, 4 (3), 18-20.
Manduku, J., Kosgey, A. & Sang, H. (2012) Adoption and use of ICT in enhancing
management of public secondary schools: A survey of Kesses Zone Secondary
Schools in Wareng District of Usain Gishu County Kenya . International journal of
business and management invention, 3 (5), 21-27.
Makhanu, S. E & Kamper, G.D (2010) The relationship between principals’ access to
ICT and school performance in Kenya. Journal of education and general studies,
1 (1), 38-47.
Mele, C., Pels, J. & Polese, F. (2010). A Brief review of systems theories and their
applications. Service science, 2 (1/2), 126-135.
65
Meadows, D.H. 2008. Thinking in systems: A primer, Chelsea green publishing,

December.
Merireng, S. & Koringura, J. (2013). Effect of computers in management of secondary

schools in Kenya: A study of West Pokot County, Kenya. Master project in
planning
and management. University of Nairobi.
Nageri, R.B. (2016) Administration of senior secondary schools in Kwara State:

Challenges and solution. Master of education seminar paper. (EDA 823) National
Open University of Nigeria 26 pages.
Nwosu, B.O. (2002) Word processing and electronic operation competencies needed by
secretaries in selected business office in Abia and Imo State. Business education
Journal, 111 (5), 172-180.
Nwaka, N.O. (2010) Empowering principals for effective planning and administration of
environmental education in Nigeria. Nigerian journal of educational
administration
and planning, 10 (1), 65-75.
Obi, C. (2002) Information technology skills needed by business education teachers for
effective instruction in the secondary schools in Enugu State. The journal of
world council for curriculum and instruction. Nigeria chapter, 4 (2), 99-106.
Ofojebe, W. & Olibi, E.I. (2010). Empowering secondary school principals for effective
management of climate change through information and communication
technology. Nigerian journal of educational administration and planning, 10 (1),
191-204.
Oguta, J.O., Egessa, R.K.W. & Musiega, D. (2014). Effects of ICT application on strategic
education quality standards management in Bung Oma County, Kenya.
International journal of business management, 3 (5), 11-17.
Okon, J.E., Ekaette, S.O. & Ameh, E. (2015). Information and communication technology
(ICT) utilization and principals’ administrative effectiveness in public secondary
schools in Akwa Ibom State. African educational research journal, 3 (2), 131-135.
66
Okorie, N.C. (2009). Organizational setting of leadership theory into practice in

educational organizations. Port Harcourt: Geibon & Sons Press.
Oyedemi, O.A. (2015) ICT and effective school management: administrators’

perspective. proceedings on the world congress in engineering. London:
Macmillan.
Onweh, V.E. Etim, V.E.P & Emang, O.U (2010). Record keeping and administrative
effectiveness in secondary schools in Awka Ibom State. Academic discourse an
international journal, 5 (2). 141-147.
Salkind, N.J. (2009) Exploring research. New York: Pearson Education Inc.
Selwood, I. (2005) Primary school teachers’ use of ICT for administration and
management.
Singoro, B., Odebaro, S.O. & Nasongoo, I.W. (2012). The effect of integration of ICT in
secondary school management in Bungoma County, Kenya. Med Thesis, Masinde
Muliro University of Science and Technology, Kenya.
Sergiovani T.J. (1987). The principalship – a reflective perspective. Allyn and Bacon
Incorporation, New York.
Uche, S.C. (2002) Climate for excellence schools that boster self-discipline: A paper
delivered at the 2nd quadrennial conference of the Nigerian Union of Teachers
(NUT), Cross River State on 18th January, 2001. University of Calabar, Calabar.
Uko, E.S. & Okon, J.E. (2008). Records keeping: A prerequisite to universal basic
education effectiveness. Nigerian journal of curriculum studies, 15, (1), 128-139.
Uzoigwe, B.N. (2013) Extent of principals administrative effectiveness in public and

private secondary schools in Enugu education zone of Enugu State. Knowledge review,
27 (1), 1-12.
Voogt, J. & Knezek, G. (2008). International handbook of information technology in

primary and secondary education. Part 1. New York: Springer.
67
Von Bertalanffy, L. 1956. General system theory, in Emery, F.E. (eds.). General
system, yearbook of the society for the advancement of general system theory.
Vicari, S. 1992. Risorse aziendali e funzionamento d’impresa in Finanza, marketing e

Produzione, 3.
Wiley, J. (2003). The school administration, complete letter book with CD-ROM:
(2nd ed), New York: Jessay-Bass.
Wilson, J. (2010). A look at cultural imperialism and Nigeria’s digital sphere. In D. Wilson
(ed). Perspective on community and culture in Nigeria. London.
APPENDIX 1
LIST OF LOCAL GOVRNMENT AREAS SELECTED
1. Aguata South
2. Nnewi South
3. Anaocha South
4. Awka South
5. Ihiala South
6. Ndemili North
7. Ndemili South
8. Onitsha North
9. Anambra East
10. Njikoko East
11. Orumba South
12. Orumba North

68
Source: Field Study, 2019
APPENDIX 2
LIST OF SCHOOLS SELECTED
AGUATA LGA
1. Urban Girls’ Sec. Sch. Ekwulobia
2. Aguata High Sch. Aguata
3. Umuchu High Sch. Umuchu
4. St. Peter’s Sec. Sch. Achina
5. Comm Sec. Sch. Oraeri
6. Comm Sec. Sch. Akpo
7. Pioneer Sec. Sch. (GSS) umuchu
8. Comm. Sec. Sch. Uga
ORUMBA North LGA

1. Comm High School, Nanka
2. Comm. Sec. Sch. Nanka
3. Comm. Sec. Sch. Ndiowu
4. Comm. Sec. Sch. Awgbu
5. Comm. High Sch. Awgbu
6. Awgbu grammar sch. Awgbu
ORUMBA SOUTH LGA

1. All Saints Sec. Sch. Umunze
2. Govt Technical College Umunze
69
3. Comm. Sec. Sch. Ihite

4. Comm. High. Sch. Ogboji
5. Union Sec. Sch. Umuomaku
6. New Bethel Sec. Sch. Isulo
7. Victory High Sch. Ezira
NNEWI SOUTH LGA

1. Union Sec. Sch. Amichi
2. Comm.Sec. Sch. Azigbo
3. Comm. Sec. Sch. Ebeneator
4. Comm. Sec. Sch., Ukpor
5. Union Sec. Sch., Ukpor
6. Boys’ Sec. Sch., Unubi
7. Premier Sec. Sch., Unubi
ANAOCHA LGA
1. Girls High School, Agulu
2. Loretto Sec. Sch. Adazi
3. Comm. Sec. Sch. Obeledu
4. Comm. High Sch. Aguluzigbo
5. Comm. Sec. Sch. Agulu 6. Union Sec. Sch. Agulu
7. Comm. High Sch. Adazi
8. Regal Sec. Sch. Nri
AWKA SOUTH L.G.A.

1. St. John of God Sec. Sch. Awka
2. Gwebuike Grammar Sch. Awka
3. Comm. Sec. Sch. Isiagu
4. Comm. Sec. Sch. Amawbia 5. Ezike High Sch. Nibo
6. Union Sec. Sch. Umuawulu
7. Union Sec. Sch. Amawbia
IHIALA L.G.A.
1. Comm. High Sch., Amorka
2. St. Anthony’s Sec. Sch. Azia
3. Abbot Boys’ Sec. Sch., Ihiala
4. Govt. Tech Coll. Ihiala
5. St. Jude’s Sec. Sch., Ihiala
6. Comm. Sec. Sch., Isseke
7. Comm. Sec. Sch., Lilu
IDEMILI NORTH LGA
70
1. Notre Dame High School, Abatete

2. Awada Secondary School, Awada
3. Community Secondary School, Uke
4. Anglican Girls’ Secondary School, Ogidi
5. Unity Secondary School, Obosi
6. Urban Secondary School, Nkpor
7. Government Techn. College Nkpor
IDEMILI SOUTH LGA

1. John science & Tech. College, Alor
2. Girls’ Secondary School Alor
3. St. Joseph’s high. School, Awka-Etiti
4. Community Sec. School, Nnokwa
5. Girls’ Secondary School, Awka-Etiti
6. Our Lady’s Secondary School, Nnobi
7. Community Secondary School, Nnobi
ONITSHA NORTH L.G.A.

1. Dennis Mem. Gram School, Onitsha
2. Queen of Rosary School, Onitsha
3. St. Charles Sec. School, Onitsha
4. Eastern Academy, Onitsha
5. Inland Girls’ Sec. School, Onitsha
6. Patterson Memo. Sec. School Onitsha
7. Prince Mem. Sec. Onitsha
8. Metropolitan College, Onitsha
ANAMBRA EAST
1. Fr. Joe Mem. High Sch. Aguleri-enugu-Otu
2. Col. Mike Attah Sec. Sch. Aguleri
3. Justice Chinwuba Mem Gram. Sch. Aguleri
4. Comm. Sec. Sch. Umuoba-Anam
5. Government tech. College Umuleri (Umueri)
6. Girls’ High Sch. Umuleri (umueri)
7. Comm. Sec. Sch. Ifite umuleri
Source: Field Study, 2019

71
APPENDIX 3
NATIONAL OPEN UNIVERSITY OF NIGERIA AWKA STUDY CENTRE ANAMBRA

STATE
QUESTIONNAIRE ON SECONDARY SCHOOL PRINCIPALS’ ADMINISTRATIVE

EFFECTIVENESS AND IMPACT OF USAGE OF INFORMATION
COMMUNICATION TECHNOLOGY (ICT) ON IT
Letter of Introduction To Respondents

Dear Principal/Vice Principal,
I am a student of the above-named University. I am conducting a study on the impact
of usage of ICT on Principals’ administrative effectiveness in the public senior secondary
schools of Anambra State.
I would like you to help me to complete this questionnaire to the best of your
ability.
Thank you Sir/Ma.
NWAFOR, Cletus C.
Mat No. NOU182008769
Questionnaire
PART ONE: Request For Biographical Information
72
i. Are you a principal or Vice Principal? __________________________________ ii.

How long have you been holding this position? ______________ Year ________
iii. Gender: __________________________________________________________
iv. Location: (i) Urban (ii) Rural
v. Highest Educational Qualification: ____________________________________

PART TWO: Information Communication Technology And Principals’
Administrative Effectiveness Questionnaire (ICT PAEQ))
Section 1: Level of Availability of ICT facilities in Anambra State Public Senior Secondary
Schools For Administrative Use.
Instruction: Tick the right response:
S/No Facilities Available Not Available

1. Computer
2. Handset
3. Printer
4. Laptop
5. Radio Set
6. Television Set
7. Computer Accessories
8. Scanning Machine
9. Projector
10. Satellite Dish
11. Photocopy Machine
12. Internet Services
13. Application Software
73
14. Fax Machine
15. CCTV
16. Audio Tape Recorder/Player
17. Video Player
18. Voice Amplifier
Section 2: Extent of Usage of ICT for Effective Administration of Public Secondary

Schools
Instruction: Indicate by ticking how frequently ICT facilities are used for administrative
purposes in your school
S/No Usage of ICT Facilities Very Often Often Seldon Rarely
Used Used Used Used
RECORD KEEPING
1. Computer for typing processing

and storage of data and
information.
2. CDs and flash Drive to save data

and information
3. ICT usage to prepare and store

financial information.
4. Computer accessories for

processing and storing data on
students’ results
5. ICT for recording students’

counseling needs and interventions
74
6. Video equipments for recording

instructional and sports
programmes.
7. Radio cassette recorder/player for

minutes of staff meetings.
8. Television set or video equipment to

record teacher’s performance.
COMMUNICATION
1. Browsing the internet for relevant

information meant for staff and
students.
2. Listing to radio and television to

collect relevant information for
school administration.
3. Use of e-mail to communicate with

supervising ministry or agency.
4. Use of handset for inter-personal

relations in the school.
5. ICT for prompt release of

examination results.
6. Use of ICT software to improve

efficiency of teaching-learning
process.
7. ICT use for accurate information

dissemination in the school.
75
8. ICT usage to enhance

communication with outside
stakeholders
Section 3: Perceived Importance of ICT Usage for Secondary School Administration in

your School
Instruction: Indicate by ticking how Important ICT Usage is to these Areas of School
Administration.
Importance of ICT to Area of Administration
S/No Area of School Very Important Unimportant Very

Administration Important Unimportant
1. Communication
2. Record keeping and
retrieval
3. Problem solving/
decision-making
4. Finance
administration
5. curriculum of
instruction
6. Material resource
administration
7. Organization of the
school (General
administration)
8. Staff personnel
administration
9. Student
administration
10. School Plant
Maintenance.
76
APPENDIX 4
NATIONAL OPEN UNIVERSITY OF NIGERIA

AWKA STUDY CENTRE ANAMBRA STATE
QUESTIONNAIRE ON PRINCIPALS’ ADMINISTRATIVE EFFECTIVENESS IN

ANAMBRA STATE PUBLIC SENIOR SECONDARY SCHOOLS
77
FOR TEACHERS: Level of Principals’ Administrative Effectiveness in Anambra State

Public Senior Secondary Schools.
Instruction: Tick the right response option to how effective your Principal and Vice
Principals are on the following functions.
S/No Administrative Duties Very Effective Ineffective Very
Effective Ineffective
RECORD KEEPING
1. Keeping information and

data on staff and
students that are being
updated.
2. Keeping inventory
of school
properties.
3. Registering students for
SSCE for NECO and
WAEC.
4. Maintaining accurate
records on continuous or
termly assessment of
students.
5. Maintaining staff and

students’ discipline.
6. Preparing teachers’ load

and time table
7. Admission and
registration of new
students.
78
8. Keeping relevant data

and information on
school budget and
finance
COMMUNICATION
1. Issuing of
internal memos
2. Circulating minutes of
staff meeting.
3. Delegation of duties and

responsibilities to staff.
4. Harmonious relations
with supervising ministry
or agency.
5. Getting information
across to
parents/guardians.
6. Holding regular staff and

PTS meetings.
7. Principal staff
communication.
8. Principal/staff-student
communication.
APPENDIX 5
79
Table 1 Subjects in the School Curriculum

S/N GROUP A GROUP B GROUP C
Core Subjects Pre-Vocational Non-Prevocational

Subjects Electives
1. English 1. Agricultural 1. Religious Knowledge
2. French 2. Business Studies 2. Physical and Health

Education.
3. Mathematics 3. Home Economics 3. Arabic
4. Language of the 4. Local Crafts

environments
5. One other Nigeria Language 5. Computer Education
6. Integrated Science 6. Fine Art
7. Social Studies 7. Music
8. Introductory Technology
80

CLETUS NWAFOR THESIS EXPLORES EFFECTIVE SECONDARY SCHOOL ADMINISTRATION

Uploaded by

Document Information

Original Title

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

CLETUS NWAFOR THESIS EXPLORES EFFECTIVE SECONDARY SCHOOL ADMINISTRATION

Uploaded by

Copyright:

Available Formats

CLETUS NWAFOR M.ED.

Background to the Study

The invaluable roles and contributions of education in the development of an

take education as an instrument for the promotion of national development as well as

be responsible for the growing concern of all stakeholders in education industry on

management and administration of schools. Formal education is commonly divided

institutions like polytechnics, colleges of education and universities.

at Calabar built in 1895 what today would be described as a multi-lateral institution,

the development of secondary education, a tripartite effort by colonial government and

The broad aims of secondary education as contained in National Policy on

a. Useful living within the society; and

FRN (2012) enumerates the specific objectives of secondary education as follows:

Nigerian culture, art and language as well as the world’s

an emphasis on the common ties that unite us in our diversity;

and in later life.

A typical secondary school in Nigeria is made up of a principal assisted by academic

subjects, prevocational subjects and non-prevocational electives as shown in Appendix 5.

divided into three: Arts, Commercial and Science Subjects.

Certificate Examination (SSCE) organized by West Africa Examination Council of Nigeria

(WAEC), and/or National Examination Council of Nigeria (NECO); and/or National

Educational qualification, experience and leadership behaviour go a long way in assisting

unreliable data, Shortage of skilled manpower, poor funding, inconsistent educational

policies, unstable curriculum, student indiscipline, low application of information and

Technology is often defined as the application of technical processes in order to achieve

2016). Information and Communication Technology (ICT) is a combination of information

manipulation and transfer of information using electronic means. Communication

services being handled worldwide.

The introduction of Information and Communication Technology (ICT) can

facilitate administration as well as teaching and learning in the schools. Unfortunately

malpractices amongst others. All these activities seem to be encouraging students’

including: planning, organizing, supervising, staffing, evaluating, coordinating, leadership

and purchasing and maintenance of instructional materials, equipment and facilities.

administrative functions effectively. Effectiveness is the degree to which an organization

The indicators of administrative effectiveness include high productivity, morale (high

motivation) turnover rate of teachers, degree of integration, maximization of individual

potentialities, maximum utilization of available resources and value contribution to the

society (Uzoigwe, 2013). Furthermore, the All Nigeria Conference of Principals of

reduced examination malpractice, high performance in junior or senior secondary school

certificate examinations, exemplary leadership by the principal, clean school environment

determine to a great extent, the realization of the goals of secondary education.

Statement of the Problem

complex. The functions of the principals’ include decision-making, planning,

communication influencing, coordinating and evaluation in the areas of curriculum

development, instructional supervision, staff and student personnel administration,

guidance, finance, community relations, construction and maintenance of facilities and

Nigeria have become complex to administer. There are concomitant management

the numerous programmes coupled with the complexity of administering a given

Studies on the impact of ICT on principals’ administrative effectiveness in secondary

of ICT usage on administrative effectiveness is seen in many areas of school

administration notably in student personnel, financial and general administration and

sourcing- of information, effective registration of students for Senior Secondary Certificate

Examinations, faster analysis of examination results, enhanced financial accountability

ICT on the effective administration of public secondary schools in Anambra State.

Purpose of the Study

administrative effectiveness in Anambra State public secondary schools. In specific terms

the objectives of the study were to:

secondary school principals in the State.

(iii) Determine the levels of public secondary school principals’ administrative

The following research questions were answered in the study:

principals in Anambra State?

4. What is the impact of ICT usage on urban and rural-based principals’

The following null hypotheses were tested in this study:

administrative effectiveness in Anambra State public secondary school.