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.