1.1 Introduction
Information and Communication Technology (ICT) is broadly defined as the use of digital tools and resources, including computers, software applications, networks, and the internet, to access, manage, and communicate information efficiently (Okojie, Okojie, & Ayo, 2006). In the context of educational management, ICT is employed to enhance administrative processes, improve decision-making, and facilitate effective communication between school stakeholders. The integration of ICT in school administration is increasingly recognized as a vital component for improving productivity, accuracy, and overall effectiveness in managing educational institutions (Ololube, 2018). Educational administrators in secondary schools are tasked with planning, organizing, directing, and supervising various school activities. The use of ICT is intended to support these functions by providing tools for data management, resource allocation, scheduling, and reporting (Adeoye & Popoola, 2020).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
Historically, Information and Communication Technology (ICT) in education dates back to the introduction of basic computing and communication tools in schools, which gradually evolved to include more sophisticated digital platforms, software, and internet-based systems. According to Okojie, Okojie, and Ayo (2006), the initial use of ICT in Nigerian educational institutions was primarily for teaching and learning purposes, while administrative applications were limited due to infrastructural constraints and lack of technical skills among school administrators. Over time, educational administrators began to recognize the potential of ICT for managing school operations more efficiently. Ololube (2018) reported that ICT adoption in school administration allows for faster communication, better record-keeping, streamlined planning, and effective monitoring of both staff and student performance.
The role of Information and Communication Technology (ICT) in educational management has evolved significantly over the past decades. ICT refers to the array of digital tools and systems, including computers, software applications, internet resources, and communication networks, which are used to facilitate the storage, processing, and dissemination of information (Okojie, Okojie, & Ayo, 2006). According to Ololube (2018), the effective use of ICT in school administration enhances productivity, improves communication among stakeholders, and promotes accurate record-keeping. Adeoye and Popoola (2020) reported that educational administrators who actively utilize ICT in their daily administrative tasks achieve higher levels of efficiency in planning, decision-making, and resource management.
Ifinedo (2016) asserted that the attitude of school administrators toward ICT significantly influences the degree to which these technologies are adopted and integrated into school management practices. Administrators who demonstrate positive attitudes are more likely to embrace ICT tools, whereas negative attitudes or resistance can limit the benefits of technology integration. Furthermore, Nwankwo and Okeke (2019) stated that challenges such as inadequate ICT infrastructure, lack of technical training, and insufficient support often impede effective ICT utilization in schools. Similarly, Eze (2017) affirmed that the successful adoption of ICT in educational administration depends not only on the availability of technology but also on the willingness of administrators to engage with it. Researchers also contend that continuous professional development and sensitization programs are necessary to foster positive attitudes and enhance ICT adoption among school administrators (Akinyemi, 2015; Olanrewaju & Adewale, 2018).
In the Nigerian context, the integration of ICT into secondary school management remains inconsistent. While some schools have embraced digital tools for record-keeping, communication, and decision-making, many others continue to rely heavily on manual administrative processes. On the other hand, schools with proactive ICT adoption demonstrate improvements in administrative efficiency, staff coordination, and overall school performance (Ololube, 2018; Ifinedo, 2016). This study is set against the backdrop of understanding the attitudes of educational administrators toward ICT usage in secondary school management.
1.3 Statement of Problems
Investigation revealed that educational administrators are expected to utilize ICT to streamline administrative tasks, maintain accurate records, and facilitate effective communication between staff, students, and parents. However, evidence suggests that the adoption of ICT in school management is often limited by several factors, including inadequate infrastructure, lack of training, and insufficient technical support (Adeoye & Popoola, 2020; Ololube, 2018).
Furthermore, many administrators in secondary schools exhibit a cautious attitude towards its usage. Some rely heavily on traditional management practices, perceiving ICT as complex or unnecessary for day-to-day administration. On the other hand, studies indicate that schools with administrators who actively use ICT experience improved efficiency, better communication, and enhanced record-keeping capabilities (Ifinedo, 2016; Nwankwo & Okeke, 2019). It is against this backdrop that this study seeks to investigate the attitude of educational administrators to ICT usage in secondary school management.
1.4 Aim and Objectives of Study
The aim of the study is to examine the attitude of educational administrators toward ICT usage in secondary school management at Wuse Comprehensive College, Abuja. In achieving this aim, the following specific objectives were laid out as follows:
- To assess the level of ICT usage among educational administrators in school management.
- To determine the factors influencing administrators' attitudes toward ICT adoption.
- To identify challenges faced by administrators in integrating ICT into daily administrative tasks.
- To evaluate the impact of ICT usage on the efficiency and effectiveness of school management.
- To provide recommendations for improving ICT adoption and utilization in school administration.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the level of ICT usage among educational administrators in school management?
- What factors influence the attitudes of administrators toward ICT adoption?
- What challenges do administrators face in integrating ICT into daily administrative tasks?
- How does ICT usage impact the efficiency and effectiveness of school management?
- What measures will improve ICT adoption and utilization among educational administrators?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H0: There is no significant relationship between the attitude of educational administrators toward ICT usage and the efficiency of school management at Wuse Comprehensive College, Abuja.
- H1: There is a significant relationship between the attitude of educational administrators toward ICT usage and the efficiency of school management at Wuse Comprehensive College, Abuja.
1.7 Significance of Study
The outcome of this research will guide policymakers, school authorities, and other stakeholders in implementing strategies that encourage effective ICT adoption. It will also inform educators and stakeholders about the potential consequences of resistance or limited engagement with technology, thereby promoting more proactive adoption.
Furthermore, the research will serve as a guide for policymakers and educational authorities in designing targeted interventions, training programs, and support mechanisms that encourage the effective use of ICT in school management. In addition, the research will contribute to the academic body of knowledge on ICT adoption in school management and serve as a reference for future studies.
Lastly, the research will contribute to the academic discourse on ICT in education, serving as a reference point for future studies in similar contexts.
1.8 Scope of Study
The study is limited to Wuse Comprehensive College, Abuja, within the Federal Capital Territory of Nigeria. It focuses specifically on the attitudes of educational administrators toward ICT usage in managing school operations such as record-keeping, scheduling, communication, and reporting. The research examines administrators' perceptions, adoption levels, challenges, and the impact of ICT on school management efficiency.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Attitude of Educational Administrators: Refers to the feelings, perceptions, and behavioral tendencies of school leaders toward adopting and using ICT in administrative functions (Ifinedo, 2016).
Information and Communication Technology (ICT): Digital tools and systems, including computers, software, networks, and the internet, used for processing, storing, and communicating information (Okojie, Okojie, & Ayo, 2006).
School Management: The process of planning, organizing, directing, and supervising school activities to ensure effective administration and achievement of educational objectives (Ololube, 2018).
ICT Usage: The extent to which digital technologies are applied in school administration to perform tasks such as record-keeping, scheduling, communication, and reporting (Adeoye & Popoola, 2020).
Administrative Efficiency: The degree to which school administrative tasks are completed accurately, timely, and effectively with minimum waste of resources (Nwankwo & Okeke, 2019).
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