Integration of information and communication technology (ICT)
and principals’ administrative effectiveness
The place of information and communication technology (ICT) in education
and the world at large cannot be overstated. Globally, contemporary day
industries are chatted, piloted and eased through the use of mobiles,
fax technologies and computer webs over the internet. Apart from
explaining the abridgement, there is no entirely accepted meaning of
Information and Communication Technology, which is constantly growing
virtually on a daily basis. Yet, quite a lot of scholars have defined
ICT in various ways.According to a United Nations Report cited in Kok
(2006), ICT encompasses internet services, information technology kit
and services, telecommunications equipment and services, mass media and
dissemination, libraries and documentation centres, profit-making info
providers, network-based information services and other associated
information and communication activities.
Ajayi and Ekundayo (2009) examined the use of information and
communication Technology (ICT) in Nigerian Secondary Schools with
particular references to the degree of handiness of ICT amenities in
schools, the ability in using ICT services for teaching-learning, the
seeming benefits of using ICT and the ills opposing the use of ICT in
secondary schools. Descriptive survey design was used for the study. The
population comprised wholly the teachers and principals of the secondary
schools in Ondo and Ekiti States. The study sample constituted 320
teachers and 40 principals arbitrarily selected from the two states. A
self-designed questionnaire titled “Information and Communication
Technology and Secondary Schools Questionnaire (ICTSSQ)” was used to
elicit records for the study. Facts collected for the research were
examined using frequency counts and ratio scores.The study revealed that
ICT amenities were deficient in schools and teachers and students were
to a little extent, exposed to the use of ICT. Besides, the study
revealed the alleged supports of using ICT in schools which include
making teaching-learning fascinating; facilitating the distance
education programme; aiding teachers to be up-to date, augmenting
quality work by both the teachers and the students.
Conversely, in the face of these observed benefits, the work also
revealed some of the defies facing ICT in secondary schools as: Uneven
power source, poor computer literate teachers; exorbitant price of
procuring computers in schools; scarce amenities to support full
application of ICT and dearth of funds. It was therefore suggested that
government should offer intermittent training for teachers on computer
and ICT skills acquisition.
Yusuf, Maina and Dare (2013) explored the accessibility, utilization and
management of ICT facilities in teaching English Language in secondary
schools in Kaduna State, Nigeria. The study made use of descriptive
survey research design. A questionnaire tagged “Availability,
Utilization and Management of Information and Communication Technology
in Teaching English Language in Secondary Schools (AUMICTSS)” was used
for data collection. Twenty secondary schools were accidentally selected
from Kaduna Metropolis. One hundred teachers participated by answering
to the items on the questionnaire. The records collected were analyzed
using proportions and ratios. The findings revealed a shortage of ICT
amenities in secondary schools in Kaduna as there are only very few of
such facilities as the management of these facilities need training and
re-training. It was recommended that government as a matter of sincerity
should provide more ICT facilities in schools and guarantee the
provision of electricity in every school for possible deployment of
these facilities. Tutors should equally be trained and re-trained
regularly in the use and management of ICT facilities for effective
English Language curriculum delivery.
Bua, Olatunde and Amough (2013) surveyed the effect of administrative
hurdles on the management of secondary schools in Zone ‘A’ Education
District of Benue State, Nigeria. Two research questions and hypotheses
were postulated to guide the study. Ex-post facto survey design was
adopted. Five hundred and ten (510) teachers from 17 grant aided
secondary schools formed the sample. A structured 10-item of a 4-point
Likert rating scale questionnaire titled “Administrative Problems
Questionnaire (APQ)” was constructed by the researcher and used for
data collection. Data gotten were analyzed using descriptive and
inferential statistics. Mean and standard deviation were used to analyze
the research questions while the chi-square (X2) test
of goodness of fit was used to test the hypotheses.The findings revealed
that there was a significant consequence of population explosion of
students and information and communication technology on the management
of secondary schools. It was recommended based that in order to solve
the problem of population explosion, more teachers, classes and hostel
accommodation in schools be constructed and adaptability of up-to-date
ICT facilities for the advantage of the school.
Okon, Ekaette and Ameh (2015) studied the correlation between
information and communication technology deployment and principals’
administrative effectiveness in public secondary schools in AkwaIbom
State, Nigeria. Two hypotheses were put forward to guide the study. An
Ex-post facto research design was employed in the study. Three hundred
and forty-eight (348) principals as well as their vice principals
constituted the population of the study in AkwaIbom State. Purposive
sampling technique was adopted to draw a sample of two hundred and fifty
five (255) principals from eighty-five (85) schools. Two self-developed
questionnaires tagged “Information and Communication Technology
Utilization Questionnaire (ICTUQ)” and “Principals’ Administrative
Effectiveness Questionnaire (PAEQ)” was used for data collection. The
outcome of the study revealed a significant correlation between ICT
usage in communication method and record keeping, and principals’
administrative effectiveness. It was acclaimed that government should
recognize ICT-compliant proprietors in order to prompt others in the use
of ICT for more effective administrative ends.
2.2 Entrepreneurship education and principals’
administrative effectiveness
There is a wide spread of believe that entrepreneurship education in the
phase of this harsh economic situation would make a significant
contribution to improving the entrepreneurship orientation of people,
leading to the acquisition of skills, creativity, confidence, drive and
courage in order to create employment for self and
others.Entrepreneurship education in the words of Isaac, Viscera,
Fredrick and Brijlal (2007) is the purpose intervention by educator in
the life of the learner to survive in the world of business; and it has
as its focus an action orientation primarily embodied in teaching
students how to develop a business plan.
Entrepreneurship education according to Postigo and Tomborini (2002)
develops and stimulates entrepreneurial process, providing all tools
necessary for starting up new ventures.Archibong and Bassey (2005)
submitted that the goal of entrepreneurship education is intended to
empower graduates irrespective of their area of specialization with
skills that will enable them to engage in income yielding ventures if
there are unable subsumed that exposure of students to entrepreneurship
education will incite entrepreneurial drive in students and if properly
packaged, can be a positive factor in unprecedented unemployment
reduction among students.
Oghojafor, Kuye, Sulaimon, and Okonji (2009) research study focused on
mandatory entrepreneurship course for undergraduate youths in the
Nigeria’s tertiary institutions. The researchers used structured
entrepreneur readiness questionnaire to elicit responses from
respondents who were undergraduates. It was hypothesized and found with
the aid of test of proportion that entrepreneurship education imparts
entrepreneurial skills and attitudes to student as well as favourably
disposes them towards establishing their own business. This will empower
them to contribute positively toward the nation’s economic development.
The researchers recommended that the government should provide a more
conducive environment in the form of quality infrastructural facilities
and startup financial support to consummate this initiative of
entrepreneurship education.
Egunsola, Dazala and Daniel (2012) explored entrepreneurship education
and attitude of undergraduate students to self-employment intentions.
The study adopted a survey design and was based on three major theories
namely, cause and effect, Pragmatism and social learning theory of
career choice. The population of the study was 5000 undergraduate
students; a sample size of 370 was determined using Taro Yamane’s
formula for finite population and was drawn using stratified sampling
technique. Seven research questions were raised for the study. Data was
collected using a structured questionnaire titled “Entrepreneurship
Education and Self-Employment Intentions Questionnaire (EESEIQ). The
data collected were analyzed using frequency counts and percentage. The
findings of the study revealed that exposure to entrepreneurship
education is beneficial, it influenced self-employment intentions of
tertiary students; it enriched their knowledge on starting and owing
business, and changed their perception about self-employment. It was
recommended that entrepreneurship education should be included into the
curricula of all educational institutions in Nigeria.
Wahab (2014) conducted a research study to explicate the impact of the
Post Graduate Leadership Programme (PGLP) on its relevance as perceived
by its graduates. A survey using five point Likert type scale and
open-ended questions was administered to a cohort of graduates of the
PGLP from 2008 to 2013 to explore their perceptions of the PGLP.
Qualitative data was analyzed using thematic approach while SPSS was
used to analyze the quantitative data. All data collected were
synthesized according to the mixed methods conventions and findings were
discussed according to the research questions and pertinent emerging
themes.Results of the findings indicated that in general graduates were
pleased with the theoretical and practical components of the leadership
programmes. However, the findings revealed there is room for improvement
as services. The study concluded by elucidating certain recommendations
for improvement that in turn can make the leadership programme more
relevant to the needs of teachers and aspiring leaders in Fiji and
beyond.
Deveci (2016) was interested in determining the perceptions of
pre-service science teachers towards the concepts of entrepreneurship
and entrepreneurial characteristics and to investigate the perceptions
of pre-service science teachers regarding transferring the
entrepreneurial characteristics to students. The study was designed as a
qualitative study ad a phenomenological research approach was used. A
total of 12 pre-service science teachers from grades 5 to 8 participated
in the study. Data were gathered through the use of semi-structured
interviews. The data were evaluated through both descriptive and content
analysis. The results of the findings showed that the perceptions of the
12 pre-service science teachers indicated a limited and inadequate
understanding of the concept of entrepreneurship, based on their
interviews. From these results, it can be said that there is a need to
develop educational content in such a way as to increase pre-service
science teachers’ knowledge and experience with regard entrepreneurship
in science teacher training.