Digital Leadership Practices and Administrative Effectiveness in Public Secondary Schools in Rivers State

Abstract

The main purpose of the study was to determine the relationship between digital leadership practices and administrative effectiveness in public secondary schools in Rivers State. Two research questions guided the study guided the study and two null hypotheses were tested. The correlational survey design was adopted for the study. The population of the study comprised 268 principals of public secondary school principals in Rivers State. The sample of the study comprised 268 principals of public secondary school principals. The entire population was used without sampling. Two structured questionnaires which were developed by the researcher was used for data collection. The questionnaires were validated by three experts in educational management. The instruments were pilot tested on 20 principals in Delta State. The test of reliability using Cronbach Alpha yielded reliability co-efficient of 0.83 and 0.82 for clusters 1 and 2 respectively with an overall reliability co-efficient of 0.83 for DLPQ and 0.85 for AEQ. The findings revealed a high positive relationship between digital vision and administrative effectiveness, as well as between digital integration and administrative effectiveness in public secondary schools in Rivers State. Furthermore, the results indicated that both digital vision and digital integration had significant positive relationships with administrative effectiveness. The study concludes that digital leadership practices are critical determinants of administrative effectiveness in public secondary schools. It therefore recommends that educational authorities prioritise capacity-building programmes for school leaders and provide adequate digital infrastructure to support effective school administration.