Table 1 showed that the calculated r-values obtained in establishing the
relationship between integration of ICT and three aspects of principals’
administrative effectiveness are as follows: maintenance of facilities,
r = .523 (p<.05); interpersonal relationship, r = .466
(p<.05); decision-making, r = .532 (p<.05). At .05
level of significance and degree of autonomy 230, the critical r-value
is .138. All the calculated correlation coefficients (r-values) between
the independent variable, integration of ICT and three dimensions of
principals’ administrative effectiveness are seen to be greater than the
critical r-value and their significant values are all less than .05
level of significance used in the study. With these results, the null
hypothesis which stated that there is no significant relationship
between integration of information and communication technology (ICT)
and principals’ administrative effectiveness is rejected in respect to
three aspects of the dependent variable. It was therefore accepted that,
there is a significant link between integration of ICT and principals’
administrative effectiveness in terms of maintenance of facilities,
interpersonal relationship and decision-making.
The further indication was that the correlation coefficients are
significant and positive. The positive coefficients show a positive
correlation between the variables indicating that increase in the
independent variable will bring about increase in the dependent
variables. Meanwhile, when integration of ICT in running school affairs
increases, it will bring about increase in administrative effectiveness
of the principals.
Hypothesis two
This hypothesis stated that there is no significant relationship between
entrepreneurship education and principals’ administrative effectiveness.
TABLE 2
Pearson Product Moment Correlation analysis of the relationship between
entrepreneurship education and principals’ administrative effectiveness
(N = 232)