PRINCIPAL ICT COMPETENCE AS A PREDICTOR OF EFFECTIVE SECONDARY SCHOOL SUPERVISION IN KWARA STATE, NIGERIA

David Jimoh Kayode; Charles Olukunle Illo; Samuel Ade Olonikawu; Adenike Abiola  Adeboye; Egboh Fasilat Bolaji; Abiodun Johnson Medupin

doi:10.46662/jass.v13i1.592

David Jimoh Kayode Department of Educational Foundation, Faculty of Education, Federal University, Lokoja, Kogi State
Charles Olukunle Illo Department of Management, COSPED, Lagos State University of Education, Ijanikin, Lagos State, Nigeria
Samuel Ade Olonikawu Department of Educational Foundation, Faculty of Education, Federal University, Lokoja, Kogi State, Nigeria
Adenike Abiola Adeboye Department of Educational Guidance and Counselling, Faculty of Education, University of Ilorin, Kwara State, Nigeria
Egboh Fasilat Bolaji Department of Management, COSPED, Lagos State University of Education, Ijanikin, Lagos State, Nigeria
Abiodun Johnson Medupin Department of Educational Management & Counselling, Faculty of Education, Alhikmah University, Ilorin, Kwara State, Nigeria

DOI: https://doi.org/10.46662/jass.v13i1.592

Keywords: Information & Communication Technology, ICT Competence, School Supervision, Educational Leadership, Secondary Schools, Kwara State, Nigeria

Abstract

The increasing digital transformation of education has heightened the need for school leaders to possess adequate Information and Communication Technology (ICT) competence to effectively supervise instruction and administration. Despite government investments in educational technology, concerns remain about the extent to which secondary school principals possess the competencies required to utilise ICT to supervise teaching and learning. This study examined principal ICT competence as a predictor of effective secondary school supervision in Kwara State, Nigeria. The study adopted a descriptive survey research design. The target population comprised principals and teachers in public secondary schools within the study area, from which respondents were selected using an appropriate sampling procedure. Data were collected using a structured questionnaire that underwent validity and reliability procedures before administration. Descriptive statistics, including frequency counts, percentages, mean, and standard deviation, were used to answer the research questions, while appropriate inferential statistics were employed to test the hypotheses at the 0.05 level of significance. The findings indicated that principals demonstrated varying levels of ICT competence across different aspects of school administration and instructional supervision. The study further established that ICT competence significantly influenced the effectiveness of school supervision, particularly in instructional monitoring, communication, record management, and decision-making. However, inadequate infrastructure, insufficient professional development opportunities, unstable electricity supply, and limited access to digital resources constrained effective ICT utilisation. The study concluded that strengthening principals' ICT competence is essential for improving the quality of secondary school supervision and enhancing overall school effectiveness. It recommended continuous ICT capacity-building programmes, improved technological infrastructure, sustained government investment in digital education, and institutional support mechanisms to promote effective technology integration in school leadership.

Keywords: Information and Communication Technology, ICT competence, school supervision, educational leadership, secondary schools, Kwara State, Nigeria.