APPLICATION OF DIGITAL TOOLS FOR EFFECTIVE SUPERVISION OF SECONDARY SCHOOLS IN THE FEDERAL CAPITAL TERRITORY, ABUJA-NIGERIA

Abstract

In this study, the application of digital tools in the supervision of secondary schools in the FCT Abuja is being examined through the availability, utilisation, perceived effectiveness, barriers, and supervisory outcomes for public and private schools. A descriptive survey research design was adopted for the study, and 102 respondents were sampled using a questionnaire. The data were analysed using descriptive statistics, Pearson correlation, independent samples t-test and multiple regression. The results indicate that the availability of digital tools was high, but its usage is moderate and partial. Strong correlations were observed between the perceived effectiveness and supervisory outcomes (r = 0.918, p<0.01) and the correlation between utilisation and outcomes (r = 0.746, p<0.01) while barriers negatively correlate with utilisation (r= −0.256, p<0.01). The regression model was statistically significant (F= 159.581, p<0.001) and explained 86.8% variance in supervisory outcomes (R²=0.868), while perceived effectiveness (β =0.776, p<0.001) was the strongest predictor followed by utilisation (β =0.188, p=0.001) while both utilisation and constraints were not significant. The t-test reveals a difference in the level of perceived effectiveness between public and private schools (p =0.044). In conclusion, the effectiveness of the digital tools in the context of the study is not driven by availability alone, but utilisation, followed by perceived effectiveness while constraints limit utilisation indirectly. Training interventions aimed at enhancing utilisation, improving infrastructure for better connectivity and favourable policies for continuous integration are therefore recommended.