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)