DIGITALIZING EDUCATIONAL MANAGEMENT PRACTICES AS A CORRELATES OF TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN EBONYI STATE

Abstract

This study explores the relationship between digitalizing educational management practices and teachers’ job performance in secondary schools within Ebonyi State. As educational institutions increasingly adopt digital tools and management systems, understanding their impact on teacher efficiency becomes vital for policy and practice. The research is grounded in the recognition that digital management can streamline administrative tasks, improve communication, and foster a more conducive environment for instructional effectiveness. Despite efforts to integrate digital solutions in Ebonyi State’s secondary schools, challenges such as infrastructural deficits, limited digital literacy, and resistance to change impede optimal utilization. This study employs a mixed-methods approach, combining quantitative surveys of teachers and administrative staff with qualitative interviews to gain comprehensive insights into the implementation processes and their effects on teacher performance. Two research question and one hypothesis guided the study. Design used for the study was correlation while the population of the study comprised all the public secondary schools in Ebonyi State numbering 266 with 5133 teachers made up of 756 males and 4377 females. Using stratified random sampling technique, 1856 teachers were selected which is 36.1%. Instrument for data collection was a questionnaire . The average reliability of DJPS was 0.81 while that of DTJP was 0.80 using Cronbach alpha statistics. Simple regression was used to answer the research question while multiple regression was used to test the hypothesis at 0.05 level of significance with t-test associated with simple and multiple regression. The findings suggest that the effective adoption of digital management practices correlates positively with teachers’ efficiency, motivation, and ability to deliver quality education. However, infrastructural inadequacies and lack of training significantly hinder these benefits. The study recommends strategic investments in digital infrastructure, comprehensive teacher training programs, and supportive policies to foster successful digital transformation. Ultimately, the research underscores the potential of digital management practices to enhance secondary school education in Ebonyi State, provided that the barriers are adequately addressed to facilitate sustainable digital integration and improved teacher performance.