PRINCIPALS’ DIGITAL LITERACY AS CORRELATE OF EFFECTIVE SECONDARY SCHOOL ADMINISTRATION IN ABIA STATE

Abstract

The paper sought to examine principals’ digital literacy as correlate of effective secondary school administration in Abia State, Nigeria. Two specific objectives, two research questions and two null hypotheses guided the study. The study employed a correlational research design. The population of the study was 1,911, made up of 248 principals and 1,663 teachers in 248 public secondary schools in Abia state. The sample of the study comprised of three hundred and thirty-one respondents (331). This consist of 43 principals and 288 teachers drawn from 43 sampled schools in the three education zones of the state. The sample size was determined using Taro Yamane formula. Two sets of questionnaires; Principals’ Digital Literacy Questionnaire (PDLQ) and Effective Secondary School Administration Questionnaire (ESSAQ) were developed and used for data collection for the study. Reliability coefficients of .79 and .91 were obtained for principals’ digital literacy and effective secondary school administration respectively, which indicated that the instrument was highly valid and reliable for the study. Out of the 331 copies of the two instruments administered respectively, 315 copies of each of the instruments representing approximately 95% rate of return were well-filled by the respondents and were used for data analysis. The data collected was analyzed using Pearson Product Moment correlation to answer research questions and linear regression to test the hypotheses at .05 level of significance. Findings revealed that revealed that the coefficient of relationship between principals’ digital communication literacy and effective secondary school administration in Abia State was very high and positively correlated. Also, findings revealed that principals’ technical literacy to a high extent relates to effective school secondary administration in Abia State. The study recommended that principals should ensure adequate and regular use of digital communications to ensure free-flow of communication to enable staff and students express themselves appropriately without bias. This would enable principals share information with staff, student and stakeholders in order to reduce unnecessary managerial burdens and rules, and ultimately to promote positive school climates, and effective school administration among others.