1.1 Introduction
ICT is the use of technology in managing and processing information with the use of electronic computer system and computer software to convert, store, protect, process, transmit and retrieve information. Awareness towards the use of ICT is increasing in the classroom in the developing world such that mere verbalization or over verbalization of words alone to communicate ideas, skills and attitude to educate learners is futile (Oje, 2005). ICT has now become integral part of teaching and learning in schools. It provides opportunities for both teachers and students to learn how to operate in an information and technology age. ICTs are drastically changing schools syllabus in a number of ways, demanding that teachers focus on new teaching methodologies instead of relying on traditional methodologies.
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, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
The in-cooperation of Information Communication Technology in the administration of schools has positive effects. These may include improvement of the school standards in terms of academics, financial status and in co-curricular activities. The Information and Communication Technologies (ICT) is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer, and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as videoconferencing and distance learning. When such technologies are used for school administrative purposes, namely to support and improve School Administration, ICT can be considered as a sub field of Educational Technology (Kumar, 2008).
The potential of information communications technology (ICT) in enhancing human capabilities and revolutionizing the management of organizations was first realized in other sectors of human society, mostly in the business world and the military, other than in education (Ray & Davis, 2001). The importance of ICT contribution is also widely recognized both in the workplace and at home (Dawes, 2001). These examples are just a few pointers which show that ICT is becoming a vital enabling tool that can no longer be ignored in the administration of schools.
The purpose of teaching is primarily to assist the learner acquire the type of knowledge and skills that will produce desirable changes in him. This can be actualized if the teaching and learning process provide the enabling environment for the learner to think critically and analytically, and consequently, be an agent of change to self, his community and society at large. Generally, the educational system is subdivided into the primary, secondary and tertiary levels. In some cases, the pre-primary education is an integral part of primary level. The secondary level occupies a critical position in the educational system. According to the National Policy on Education (2010), secondary education is the education children receive after primary education and before the tertiary education. The broad goal of secondary education is to prepare the individual for useful living within the society and higher education. To achieve the stated goals, secondary education is of six years duration, given in two stages - a junior secondary school stage and a senior secondary school stage and each being of three years duration.
Education is known throughout the world as a big business that requires effective and efficient management for it to succeed. Success in achieving educational objectives and goals irrespective of the country in question does not just happen; it results from a combination of factors among which are the style of administration and the freedom of power at a leader’s disposal to exercise such authority of powers. This is very paramount because the success of any business depends largely on the effectiveness and efficiency in leadership. Administrative competence in terms of availability of skills and knowledge are necessary in realizing organizational goals but in addition to those are the rights to exercise leadership powers and authority on school governance. The school administrator therefore, is often charged with the responsibility of being able to harness the available human and material resources within the organization in such a way that desired school organizational goals can be achieved.
The achievement of the above stated goals is dependent on the extent the secondary school principal; who is the chief executive officer in the school is capable of applying the appropriate administrative processes in the school operations. The principal does not work in isolation; he is in constant interaction with the Ministry of Education, School Based Management Committee/Board, teachers, learners and the external environment. The 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. Consequently, the administrative functions of the principal are very complex.
According to Moore (2008), technology is the application of knowledge to the achievement of particular goals or to the solution of particular problems. This undoubtedly involves deployment and exploitation of Information Communication Technology (ICT) in facilitating and accelerating administrative processes in secondary schools. Information Communication Technology and Public School Administration in Nigeria Put succinctly, the administrative functions of the principal are decision making, planning, organizing, communicating, influencing, coordinating and evaluating. These tasks are applied in areas of curriculum development, instructional supervision, staff and student personnel administration, guidance and counseling, finance, community relations, construction and maintenance of facilities, and special services. These tasks are very complex, nebulous and time consuming. For the principal to function efficiently and effectively in the present computer age, he/she must rise to the challenges of adopting new technological resources and services in the management of the school.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Impact of Information and Communication Technology on School Administration Process in Senior Secondary School.
1.3 Statement of Problems
Investigation revealed that while different people debate the obvious advantages of ICT in School Administration, systematic research is needed to confirm that the school administration is actually acquiring and using the skills that are being taught on use of ICT in administration, and that the use of ICT in School Administration is the best way to achieve the outcomes in a school environment.
Application of ICT in any field is perceived having potentials of improving the standards from a lower level to a high level. In this case, application of ICT in schools is expected to improve the standards of the school from one level to the other. There are a number of the schools that have embraced the use of ICT in administration, but still they never improve in the standards. These schools have been faced by various challenges such as mismanagement of school resources, low academic performance of students of which have resulted due to poor school administration strategies (Karsenti (2004).
The question that beckons for an answer is: has ICT been effectively used in school administration? Based on this question, this study sought to establish the impact of information and communication Technology on school Administration process in senior secondary Schools in Education district one Lagos State.
1.4 Aim and Objectives of Study
The aim of the study is to examine the Impact of Information and Communication Technology on School Administration Process in Senior Secondary School. In achieving this aim, the following specific objectives were laid out as follows:
- To find out the available ICT resources in performing core administrative duties;
- To examine the impact of school information communication technology on school Administration process;
- To study the impact of information communication technology on school administration process; and
- To investigate the principals’ perception of the use of ICT resources in performing administrative tasks.
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 are the available ICT resources in performing core administrative duties?
- What is the impact of school information communication technology on school Administration process?
- What is the impact of information communication technology on school administration process?
- What is the principals’ perception of the use of ICT resources in performing administrative tasks?
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.
Hypothesis One
- H0: There is no significant influence of available ICT resources in performing core administrative duties
- H1: There is significant influence of available ICT resources in performing core administrative duties
Hypothesis Two
- H0: There is no significant impact of school information communication technology on school Administration process
- H1: There is significant impact of school information communication technology on school Administration process
Hypothesis Three
- H0: There is no significant contribution of information communication technology on school management process.
- H1: There is significant contribution of information communication technology on school management process.
Hypothesis Four
- H0: There is no significant influence of principals’ perception of the use of ICT resources in performing administrative tasks.
- H1: There is significant influence of principals’ perception of the use of ICT resources in performing administrative tasks.
1.7 Significance of Study
The findings accumulated by this study would provide significant benefits to the following groups or individuals:
- The government would benefit from this study in view of the fact that they would learn how an Information communication technology resources enhances office administration and operations in secondary school.
- The outcome of this research is hoped to be of immense use to students of education and information management science since it contains information on information communication technology.
- The significance of this study will be of help to all those who use the information from the study like researchers or students of organizational behaviour, performance management, productivity, human resources and business administration.
1.8 Scope of Study
The scope of the research is focused on the Impact of Information and Communication Technology on School Administration Process in Senior Secondary Schools in Education district one Lagos State.
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.
- Establishment Policies: Establishment policies posed a serious limitation as most staffs are not ready to release information needed for this project work. There were lots of information needed from the staffs of this establishment to enhance the study which took them time to release or they did not release at all for security purposes, hence the scope was reduced.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- 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).
1.10 Definition of Terms
ICT: this term has been used in the study to refer to the application of information and technology in school administration in secondary schools. These include the use of computers and its constituent programs. It also covers other technologies involved in the transaction of financial resources and management of human and physical resources.
School Administrators: This term has been used to refer to those who are involved in day to day administration of schools. e.g. B.O.G chairman, PTA chairman, principals, D. principals, senior master among others
Administered: This can be defined the activities that are done in order to plan organize and run a school or other institution.
