DIGITAL LEADERSHIP COMPETENCIES AND SUSTAINABLE SECONDARY SCHOOL ADMINISTRATION IN ANAMBRA STATE, NIGERIA

Abstract

This study examined digital leadership competencies and sustainable secondary schools’ administration in Anambra State, Nigeria. The study adopted a cross-sectional correlational research design. The population comprised 268 principals in all the 268 public secondary schools in Anambra State. A multi-stage sampling procedure was used to select a sample of 200 principals (63 males and 137 females), which represents 75% of the respondents. This was determined by Taro Yamane Formula, which gave a minimum sample size of 160.Two self-developed structured rating scales were used as instruments for data collection: 18-item Digital Leadership Competencies Questionnaire (DLCQ) and 10-item Sustainable School Administration Questionnaire (SSAQ). Both instruments were designed on a four-point modified Likert scale and were duly validated by five experts in Educational Management and Measurement and Evaluation. The internal consistency of the instruments was established using Cronbach’s Alpha method. The reliability yielded coefficients values of 0.75 for the DLCQ and 0.82 for the SSAQ, with an overall reliability index of 0.79. The research questions were answered using mean and standard deviation while Pearson’s Product Moment Correlation Coefficient at a 0.05 level of significance was used to test the null hypotheses. The findings showed there was significant positive relationship between digital leadership competencies and sustainable school administration. The study concluded that digital leadership competencies are critical determinants of sustainable school administration. Based on the findings, it is recommended among others, that Anambra State Ministry of Education should institutionalise continuous professional development programmes for principals on digital competencies in order to enhance their digital literacy which is essential for fostering sustainable secondary school administration.