Principals’ Use of Teleconferencing and Administrative Effectiveness in Secondary Schools in Akwa Ibom State - Nigeria

Ekaette Emenike Iroegbu^1, and Paulinus J. Etim²

¹Department of Curriculum Studies, Educational Management and Planning, University of Uyo, Uyo, Akwa Ibom State

²Department of Educational Technology and Library Science, University of Uyo, Uyo, Akwa Ibom State

Cite this paper:
Ekaette Emenike Iroegbu and Paulinus J. Etim. Principals’ Use of Teleconferencing and Administrative Effectiveness in Secondary Schools in Akwa Ibom State - Nigeria. American Journal of Educational Research. 2017; 5(12):1177-1181. doi: 10.12691/education-5-12-1

Abstract

The study examined principals’ use of teleconferencing and administrative effectiveness in secondary schools in Akwa Ibom State. It investigated the availability level of teleconferencing facilities in schools, the perceived benefits of principals’ use of teleconferencing and the constraints facing principals’ use of teleconferencing for administrative effectiveness. The descriptive survey design was used for the study. Three research questions and one hypothesis were postulated to guide the study. The population consist all the secondary school principals in Akwa Ibom State. Two hundred and four (204) principals were randomly selected for the study. A researcher developed instrument titled “Principals’ Use of Teleconferencing and Administrative Effectiveness Questionnaire (PUTAEQ)” was used for data collection. Using Cronbach’s Alpha statistical tool, the test of internal consistency of the instrument yielded a reliability coefficient of 0.83. Data collected were analyzed using frequency counts, percentage scores and t-test analysis. The study revealed that teleconferencing facilities were lacking in schools and that principal’s gender has no significant influence on their attitude towards the use of teleconferencing. The study went further to reveal the perceived benefits and constraints that may be encountered by principals through the use of teleconferencing. It is therefore recommended amongst others that school administrators should increase their personal competency with teleconferencing and other digital technologies by exploiting professional development opportunities and self-study provided by the technologies themselves in order to enhance personal productivity in performing instructional, professional and administrative task.

Keywords:
principal teleconferencing administrative effectiveness schools

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Negash, S., Whitman, M.E., Woszczynski, A.B., Hoganson, K., & Mattord, H. (2008). Hand book of distance learning for real-time and asynchronous information technology. Information science reference. Hersey: PA.
[2]	Yoo, Y., Boland, R.J., Lyytinen, K., & Majchrzak, A. (2012). Organizing for innovation in a digital world. Organization Science, 23(5), 1398-1408.
[3]	Whitehead, B.M., Boschee, F., & Decker, R.H (2012). The principal: Leadership for a global society. Missoula: Sage Publications.
[4]	Zhao, Y. (2010). Technology and the virtual world are a new reality. Principal, 89(5), 14-17.
[5]	Eden, D.A. (2006). Introduction to educational administration in Nigeria. Ibadan: A. Spectrum Book Ltd.
[6]	Liverpool, E. O. & Jacinta, A.O. (2013). Information and Communication Technologies (ICT): A panacea to achieving effective goals in institutional administration. Middle-East Journal of Scientific Research, 15(2), 200-207.
[7]	Adeniyi, W.O. (2012). Personality traits, emotional intelligence and administrative effectiveness of principals of secondary schools in South Western Nigeria. Unpublished Ph.D. (Ed.) thesis, Obafemi Awolowo University, Ile-Ife Nigeria.
[8]	Sheppared, S., & Dibbion, D. (2010). School culture and climate. Canada Memorial University.
[9]	Borema, A. J. (2011). Challenging and supporting new leader development. Educational Management Administration and Leadership, 39(5), 554-567.
[10]	Garcia-Garduno, J. M., Slater, C. L., & Lopez-Gorosave, G. (2011). Beginning elementary principles around the world. Management in Education, 25(3), 100-105.
[11]	Spillane, J. P., & Lee, L. C. (2014). Novice school principals’ sense of ultimate responsibility: Problems of practice in transitioning to the principal’s office. Educational Administration Quarterly, 50, 431-465.
[12]	DeSanctis, G., & Poole, M.S. (1994). Capturing the complexity in advanced technology use: Adaptive Structuration Theory. Organization Science, 5(2), 121-147.
[13]	Akwa Ibom State Secondary Education Board (2016). Research and Statistics Division. Uyo: State Secondary Education Board.
[14]	Asogwa, P.N. (2013). Utilization of Information and Communication Technology (ICT) in secondary school administration in Obollo-Afor education zone of Enugu state. An unpublished M.Ed. thesis, Department of Educational Foundations, University of Nigeria, Nsukka.
[15]	Aduwa-Ogiegbenam, S.E. & Iyamu, E.O. (2005). Using information and communication technology in secondary school Nigeria: Problem and Prospects. Education Technology and Society, 8(1), 104-112.
[16]	Olibie, E.I. & Akudolu, L.R. (2009). The roles of stakeholders in enhancing Information and Communication Technologies (ICT) use in secondary schools in Anambra State. Nigerian Journal of Curriculum Studies, 16(3), 244-252.
[17]	Alberta Education (2006). Video-conferencing research community of practice: Research report. Available at: http://www.vcalberta.ca/research. Retrieved: October 5, 2017.
[18]	Olayemi, A.O., & Omotayo, K. (2012). Information Communication Technology adoption an effective secondary school administration in Ekiti State. European Journal of Educational Studies, 4 (1), 59-64.