Chapter One
Introduction
Background of the Study
Education brings about a change in
information, knowledge, undertakings or skills and attitude in an individual.
This change is to enable an individual to solver personal and community
problems. Thus, education provide for the good and sustenance of the individual
and society in general. Schools exist in a technological environment undergoing
tremendous changes as a result of advances in ICT such as Information and
Communication Technology which has transformed all spheres of human activities.
According to Isaac, Brockman and Mogale (2001),
Information and Communication
Technology and use of networking, have reached both developed and many
developing economies, albeit to varying degrees and levels of intensity. The
ubiquity of these changes have manifested through the extra ordinary expansion
of the internet, and the world wide web, as well as rapid deployment of
wireless networks, giving rise to the term “networking revolution”. The use of Information
and Communication Technology in educational management has necessitated the
government innovative policy to provide facilities and necessary infrastructure
for the promotion of Information and Communication Technology at all levels of
education (FRN, 2004). Mani (2001) declared innovative policy as those efforts
by governments that encourage the accumulation, diffusion and commercial use of
new products, processes and services by firms.
Admittedly, at the secondary level of
the educational system, several changes have taken place in terms of broadened
purposes, expand curricula and extra-curricula activities. Consequently, the
managerial tasks of the principals have become more complex and challenging.
The principals by virtue of their position play pivotal roles in the
educational system. They are responsible for the actual implementation of the
National Policy on Education at the secondary school level. As managers, they
are responsible for decision making, planning, organizing, communicating,
influencing, delegating, staff development, supervising, motivating, conflict
management, time management, coordinating and evaluating in their schools.
These managerial tasks are carried out in the areas of academic programmes,
construction and maintenance of physical facilities, staff and student
personnel services, special services and public relations. In carrying out
these duties, the principals work in collaboration with the ministry of
education, school board, teachers, parents, guardians, and other stakeholders
in the external environment. They are therefore, expected to act as change
agents by developing creative and innovative ways of harnessing both human and
material resources for the actualization of educational goals and objectives at
the secondary school level.
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