Leveraging ICT On Policy Formulation and Transformative Administration in Cross River State Public Secondary Schools for Sustainable Educational Improvement

Abstract

This study examined Leveraging ICT on policy formulation and transformative administration in Cross River State public secondary schools for sustainable educational improvement. A Corelational design was adopted for this study with the population of 4,473 teachers in all 290 public secondary schools in the State. Stratified random sampling technique was adopted in selecting 628 public secondary schools teachers from the state’three Education Zones. Leveraging ICT on Policy Formulation and Transformative Administration for Sustainable Educational improvement (LIPFTASEIQ) Questionnaire was used for data collection. Collected data were subjected to descriptive statistical analysis. Findings revealed that ICT Infrastructure and Accessibility relates significantly with Sustainable Educational Improvement (in terms of Policy Implementation Effectiveness, Administrative Efficiency and Transparency, and Institutional Capacity and Sustainability plus overall Sustainable Educational Improvement) in public secondary schools in Cross River State, whereas the relationship between Digital Policy Formulation Processes, and Administrative Efficiency and Transparency, Policy Implementation Effectiveness, Institutional Capacity and Sustainability and overall Sustainable Educational Improvement were all statistically significant. Based on these results, it was concluded that ICT Infrastructure and Accessibility should be engaged for Sustainable Educational Improvement in Cross River state.  It was recommended that Cross River State Secondary Education Board should develop a real-time, ICT-driven policy tracking dashboard while the State education authorities mandate the adoption of integrated school management software just as Government and education policymakers should design fund recurring and structured ICT training programmes for the school staff