ABSTRACT

This study investigates the use of technology and its impact on the effectiveness of school administrators in public secondary schools in Bamenda II. The main objective was to examine how the use of video conferencing, messaging systems, and Microsoft Office applications influence the administrative effectiveness of school leaders. The study adopted a quantitative research approach, using a structured, closed-ended questionnaire as the primary data collection tool. A total sample of 75 school administrators was purposively selected from three public secondary schools: GBHS Down Town, GBHS Bamenda, and GBHS Nitop. The collected data were coded and analyzed using the Statistical Package for Social Sciences (SPSS, Version 25). Descriptive statistics such as frequencies and percentages were used to summarize demographic information, while inferential statistics were applied to test the research hypotheses. The internal consistency of the instrument was evaluated using Cronbach’s Alpha, with a result of 0.671, indicating high reliability. Findings revealed that the use of video conferencing has a significant and positive impact on school administrators’ coordination and decision-making processes. Messaging systems such as emails and instant messaging platforms were found to enhance communication efficiency among staff. Furthermore, Microsoft Office tools (Word, Excel, PowerPoint) significantly improved documentation, planning, and data management tasks, thus increasing administrative effectiveness. Based on the findings, it was concluded that integrating technology enhances administrative performance in secondary schools. Recommendations were made for the Ministry of Secondary Education to provide more digital infrastructure and capacity-building programs for school administrators to maximize the benefits of educational technology.

CHAPTER ONE

GENERAL INTRODUCTION

INTRODUCTION

The use of technology in educational administration has become increasingly vital for enhancing the effectiveness of school administrators, particularly in public secondary schools. In Bamenda II, the adoption of technological tools such as video conferencing, messaging systems and Microsoft Office applications presents an opportunity to improve communication, streamline administrative processes, and foster collaboration among educators (Ertmer & Ottenbreit-Leftwich, 2010). Research indicates that the effective use of technology can lead to improved organizational efficiency and better decision-making in educational settings (Zhang et al., 2016; Kearney, 2011). As educational institutions strive to adapt to the demands of the 21^st century, understanding the impact of these technologies on administrative effectiveness is essential for optimizing school management and improving educational outcomes (Hwang et al., 2010; Watson, 2015).

However, the effectiveness of school administrators in utilizing technology remains a major concern. Despite the availability of digital tools, many administrators in public secondary schools, particularly in Bamenda II, still rely on manual and traditional methods for record-keeping, communication, and financial management (Njoh, 2020). This limits efficiency, leading to delays in decision-making, errors in data management, ineffective coordination, and poor resource allocation. Challenges such as limited ICT skills, lack of adequate training, poor internet connectivity, and financial constraints further hinder the full integration of technology in school administration (Mbodiam, 2019). As a result, schools may struggle with inefficient management practices, affecting overall educational service delivery. This study examines how effectively school administrators in Bamenda II utilize technology, the challenges they face, and potential strategies for improving digital competence in school management.

Background to the study

Historically, the development of technology in education has significantly transformed over time, beginning with basic communication tools and advancing to the sophisticated digital technologies available today. In the early 20^th century, educational institutions primarily relied on traditional methods of instruction, with limited use of technology (Heinich et al., 2002). The introduction of audiovisual aids in the 1920s marked the beginning of a technological shift in education, allowing for more dynamic teaching methods (Cuban, 2001; Clark, 1994). As the world moved into the latter half of the century, the proliferation of computers in the 1980s and 1990s revolutionized educational practices, providing new avenues for information dissemination and communication (Baker, 2000; Collis & Moonen, 2001; Rossett, 2002). This period also saw the emergence of the internet, transforming educational landscapes by enabling access to vast resources and facilitating global communication among educators and students (Hoffman, 2000; Anderson, 2008; Selwyn, 2007).

With the advancement of technology, tools such as video conferencing began to emerge, allowing for real-time interaction and collaboration among educational stakeholders (Garrison & Anderson, 2003). This became particularly valuable as educational institutions sought to connect learners and educators across distances, fostering an environment of shared knowledge and resources (Zhang et al., 2016; Kearney, 2011). The rise of online learning platforms also contributed to this trend, enabling institutions to reach a wider audience and provide flexible learning options for students (Moore & Kearsley, 2012; Allen & Seaman, 2013; Bernard et al., 2004). The integration of such technologies has redefined the roles of educators and administrators, pushing them to adapt to new methods of teaching and management.

In Africa, the integration of technology in education has been shaped by various socio-economic and political factors. The late 20^th century witnessed a growing recognition of the importance of technology in enhancing educational outcomes across the continent (Kozma, 2005). Initiatives aimed at improving access to technology in schools emerged, with governments and non-governmental organizations investing in infrastructure and training programs to support educators (Unwin, 2009; Ndou, 2004). These efforts were crucial in addressing the digital divide and ensuring that educational institutions could leverage technological advancements to enhance learning experiences. The Introduction of mobile technology in the 2000s further accelerated the integration of technology in African education, providing new opportunities for communication and learning in regions with limited access to traditional educational resources (Traxler, 2007; Mtebe & Raisamo, 2014). Messaging systems and video conferencing tools became increasingly relevant, facilitating better communication and collaboration among educators and school administrators (Mtebe, 2014). This evolution underscores the critical role technology plays in addressing educational challenges and improving administrative effectiveness within the continent, enabling educational leaders to navigate complex environments and enhance the quality of education provided to learners.

According to Johnson (2017), the integration of technology into school administration has been a gradual process, beginning with the introduction of basic computing tools in the 1980s. In the early years, school administrators relied on traditional paper-based methods to manage records, communicate with staff, and handle administrative tasks. However, as computers became more widely available, educational institutions began adopting digital tools for record-keeping, communication, and financial management (Smith & Brown, 1995). By the 1990s, the advent of the internet further revolutionized school administration, facilitating better communication, faster data processing, and improved decision-making (Anderson, 2002). In Cameroon, the introduction of initiatives such as the Cameroon Education Management Information System (CEMIS) in the early 2000s aimed to streamline administrative processes and promote efficiency in schools (Ministry of Secondary Education, 2010). Despite these advancements, the adoption of technology has been inconsistent, particularly in rural areas such as Mezam division, where infrastructure limitations and restricted access to technology remain significant barriers (Ngwa & Tchombe, 2018).

Conceptually, the evolution of the use of video conference has been shaped by advancements in communication technologies, from the 19th century to the present. In the 19th century, the concept of video conferencing was purely theoretical. However, it was during this time that the foundation for real-time communication was laid with the invention of the telegraph by (Morse, 1837). The telegraph allowed for long-distance communication over wires, facilitating the exchange of messages. This invention marked the beginning of communication beyond local boundaries. Shortly after, the telephone was invented by (Bell, 1876), creating another breakthrough in voice communication. According to Bell (1876), the telephone allowed for the transmission of sound over long distances, but it was not until the 20th century that video communication became a reality.

Furthermore, the 20th century saw the first significant steps toward the development of video conferencing. In the early 1920s, the concept of transmitting both audio and visual signals simultaneously emerged. One of the first attempts at video communication was made by the American Telephone and Telegraph (1927) with the introduction of picture phones, a device that allowed people to communicate with both voice and images over a phone line. According to American Telephone and Telegraph (1927), this technology was groundbreaking, but it failed to achieve widespread adoption due to technological limitations, such as low-quality video and slow transmission speeds. Moreover, the 21st century marked the true revolution of video conferencing with the rise of the internet and broadband connectivity. According to Kumar (2005), the 2000s saw rapid advancements in video conferencing platforms due to the proliferation of high-speed internet. Early systems like Skype, founded in 2003, allowed individuals and businesses to conduct video calls over the internet (Johnson, 2003). This shift from analog to digital video conferencing technology made it more cost-effective and widely available.

Today, video conferencing is an integral part of daily life for millions of people worldwide. With the COVID-19 pandemic in 2020, video conferencing saw an exponential increase in usage, as businesses, schools, and government operations transitioned to remote settings. Platforms like Zoom, Microsoft Teams, and Google Meet became household names, with millions of daily users participating in virtual meetings, online classrooms, and social events (Brown, 2020). The use of modern video conferencing technology has transformed the way people communicate and interact with each other. In school administration, video conferencing has emerged as a powerful tool that can enhance the effectiveness of school administrators.

In the 20th century, messaging systems began to incorporate electronic technologies. The 1920s saw the introduction of fax machines, which allowed written documents to be sent electronically over telephone lines (White, 1924). In the 1960s and 1970s, early forms of electronic mail were developed for computer systems, with the compatible time-sharing system at Massachusetts institute of technology in 1961 being one of the first (Sussman, 1961). By the 1980s, email became widely used in academic and professional settings. The advent of the internet in the 1990s further revolutionized messaging systems with the rise of instant messaging platforms such as AOL Instant Messenger (AIM) and MSN Messenger, which allowed real-time text communication over the internet (Martin, 1998).

The 21st century brought a new era in messaging with the widespread use of mobile phones and the internet. The introduction of Short Message Service (SMS) and Multimedia Messaging Service (MMS) in the early 2000s allowed users to send text and multimedia messages via mobile phones. According to Roberts (2001), SMS quickly became the preferred method of communication for millions of people. This was followed by the emergence of mobile messaging apps like WhatsApp, Facebook Messenger, and WeChat in the 2010s, which enabled users to send text, voice, video messages, and files across the internet (Kumar, 2015). These apps also integrated features like group chats, voice messages, and multimedia sharing, further enhancing communication.

In today’s digital world, messaging systems like email, instant messaging platforms, and social media messaging have become vital tools for communication in education, business, and healthcare. In education, platforms such as WhatsApp, Microsoft Teams, and Google Classroom enable administrators to quickly share information and coordinate meetings with staff, students, and parents, improving decision-making and administrative processes (Smith, 2020). Similarly, in business, tools like Slack and Zoom Chat streamline communication and collaboration, contributing to higher productivity (Davis, 2021). While messaging systems offer significant benefits, they also come with challenges, such as information overload and security concerns, including cyber security breaches and data privacy issues (Taylor, 2021; Clark, 2022). Despite these challenges, continuous advancements in encryption and artificial intelligence improve the efficiency and safety of messaging platforms, making them essential for modern communication.

In the 20th century, Microsoft Word emerged as one of the most influential word processing applications in the history of computing. It was first launched in 1983 as “Multi-Tool Word” for Xenix and MS-DOS systems, offering features such as bold, italics, and underlining, along with the innovative WYSIWYG (What You See Is What You Get) display, which allowed users to preview the final appearance of printed documents (O’Leary & O’Leary, 2001). Over the years, Word continued to improve its usability and interface, becoming a standard tool for document creation in administrative, academic, and corporate environments. By the late 1980s, it had been integrated into the Microsoft Office Suite, allowing users to benefit from a cohesive environment of productivity tools.

The 1990s witnessed the rapid evolution of Word, driven by the growth of Windows operating systems. With the release of Word for Windows 6.0 in 1993, Microsoft standardized version numbers across platforms and introduced enhanced editing, formatting, and compatibility features. Later, Word 97 introduced the Office Assistant (famously known as “Clippy”), as well as tools like auto-correct, grammar check, and macro automation, which streamlined administrative tasks and increased user efficiency (Microsoft Corporation, 1997). By the end of the 20th century, Microsoft Word had transitioned from a simple word processor to a robust software essential for productivity and communication across all sectors.

The early 21st century witnessed a massive shift in how Microsoft Office was used, driven by the rise of cloud computing and mobile technology. In 2007, Microsoft introduced Office 2007, which featured a revamped interface with the Ribbon toolbar, improving usability and enhancing productivity (Miller, 2007). By 2011, Microsoft further innovated with the launch of Office 365, which allowed users to access Office applications via the cloud, enabling real-time collaboration and access to documents from anywhere (Johnson, 2011). Office 365 marked a shift from traditional desktop software to a subscription-based model, with features like cloud storage and integration with web-based applications. This transition was essential in keeping pace with the growing demand for mobile accessibility, as more users began relying on smartphones and tablets for work.

Now our day, Microsoft Office has evolved into Microsoft 365, an even more robust suite of tools that integrates advanced technologies such as artificial intelligence (AI) and machine learning. Features like Editor in Microsoft Word, which offers grammar and style suggestions, and Designer in PowerPoint, which helps users create professional presentations, demonstrate the ongoing integration of AI into Office applications (Brown, 2020). Additionally, Microsoft 365’s subscription-based model continues to provide users with cloud access to apps like Word, Excel, PowerPoint, and Teams, ensuring seamless collaboration and flexibility across devices (Smith, 2020). The shift to a subscription model has enabled Microsoft to provide continuous updates, ensuring that users always have access to the latest features and security improvements. Today, Microsoft Office remains at the forefront of productivity tools, incorporating cloud capabilities, AI, and collaboration features that meet the needs of modern users.

Theoretically, the Technology Acceptance Model (TAM) is highly relevant to understanding the use of messaging systems in the context of this study. According to Davis (1989), TAM suggests that perceived ease of use and perceived usefulness significantly influence an individual’s decision to accept and use new technologies. In the case of messaging systems, users are more likely to adopt them if they find the systems easy to use and beneficial in enhancing communication. Therefore, the effectiveness of messaging systems in school administration can be linked to how users (administrators and staff) perceive these systems in terms of their ease of use and usefulness in streamlining communication processes. TAM provides a strong foundation for examining the factors that drive the adoption of messaging technologies in educational settings, particularly when considering how school administrators incorporate these tools into their daily operations.

The Diffusion of Innovation Theory, proposed by (Rogers, 1962) offers significant insights into the adoption of technologies like Microsoft Office in educational environments. Central to the theory is relative advantage, which refers to the perceived benefits of an innovation over existing alternatives, and in the case of Microsoft Office, its suite of tools such as Word, Excel, and PowerPoint offer significant improvements in administrative tasks and communication, making it a powerful tool for school administrators. Compatibility, another key assumption, refers to how well an innovation fits with existing practices and values; Microsoft Office aligns well with the needs of educational institutions, as its functions support tasks like grading, record-keeping, and lesson planning. However, complexity, or the perceived difficulty of use, can act as a barrier to adoption, especially for users unfamiliar with digital tools; thus, training and support are crucial for overcoming this challenge. Trialability, the ability to test an innovation before full-scale adoption, is essential for Microsoft Office in schools, where pilot programs or trial versions allow staff to assess the software’s suitability. Finally, observability, the visibility of the results and benefits of an innovation, encourages further adoption as success stories from early adopters motivate other schools to adopt the technology. By understanding these aspects relative advantage, compatibility, complexity, trialability, and observability educational institutions can better facilitate the adoption of Microsoft Office, ensuring a smoother integration into administrative processes and enhancing overall effectiveness.

The Theory of Planned Behavior (TPB), introduced by Ajzen (1991), is particularly relevant for understanding the use of Microsoft Office in school administration. TPB suggests that an individual’s behavior is influenced by their attitude toward the behavior, subjective norms, and perceived behavioral control. When applied to Microsoft Office, administrators’ intention to use the software is shaped by their beliefs about the software’s effectiveness (attitude), the expectations of their peers or colleagues (subjective norm), and their perception of the resources and skills available to them (perceived behavioral control). As Microsoft Office continues to evolve, school administrators’ intention to adopt and use the software is influenced by how they perceive the tool’s usefulness in enhancing productivity and their ability to use it effectively within their administrative roles. This theory provides a framework for understanding how individual perceptions and external influences shape the adoption and continued use of office productivity tools in educational settings.

Contextually, the evolution of the use of technology amongst secondary schools in Cameroon has been marked by significant advancements and challenges. Over the past two decades, the integration of technology in education has gained momentum, driven by the need to enhance teaching and learning processes (Ngwa & Ngwa, 2019). The Cameroonian government has recognized the importance of technology in education, leading to the implementation of various policies aimed at promoting digital literacy among students and teachers. For instance, the National Policy on Education emphasizes the incorporation of information and communication technology (ICT) in the curriculum to prepare students for the demands of the 21^st century (Tchameni & Tchouakeu, 2020; Nji & Ngu, 2021). This policy framework aims to bridge the digital divide and ensure that students in both urban and rural areas have access to modern educational resources. However, despite these efforts, the actual adoption of technology in classrooms remains inconsistent, often hindered by infrastructural challenges, limited access to resources, and varying levels of digital literacy among educators and students (Mtebe, 2014; Almaiah, 2020) In the Bamenda II, the adoption of technology in secondary schools has been particularly noteworthy. Schools in this region have begun to embrace digital tools to facilitate learning, with some institutions implementing e-learning platforms and digital classrooms Nji & Ngu, 2021). The local government has also initiated programs to train teachers in the use of technology, aiming to improve their pedagogical skills and enhance student engagement (Fon, 2020; Tchouakeu, 2020). These initiatives are crucial for fostering a culture of innovation and adaptability among educators, enabling them to leverage technology effectively in their teaching practices. However, the effectiveness of these initiatives is often undermined by inadequate internet connectivity and a lack of technical support, which can impede the full realization of the benefits of technology in education (Ngwa, 2019;.Teo, 2009). As a result, while there is a growing interest in technology integration, the disparity in access and training continues to pose significant challenges for schools in Bamenda II.

The evolution of video conferencing in Cameroon has gained traction, especially in response to the COVID-19 pandemic, which necessitated remote learning solutions. Educational institutions rapidly adopted video conferencing tools such as Zoom and Microsoft Teams to maintain continuity in teaching and learning. This shift highlighted the potential of video conferencing to bridge the gap between teachers and students, enabling real-time interaction and collaboration despite physical distances (Almaiah, 2020; Chiu, 2004). The use of video conferencing has not only facilitated the delivery of lessons but has also encouraged collaborative learning experiences among students, fostering a sense of community even in virtual environments. However, the effectiveness of these platforms is contingent upon the availability of reliable internet access and the digital literacy of both educators and students, which remains a challenge in many regions of Cameroon (Mtebe, 2014). Furthermore, issues related to data privacy and the need for guidelines on appropriate usage have emerged as critical considerations in the implementation of video conferencing in educational settings.

The use of messaging systems in secondary schools in Cameroon has also evolved, with platforms like WhatsApp becoming popular for communication between teachers and students. These messaging systems facilitate the sharing of educational resources, assignment submissions, and real-time feedback, thereby enhancing the learning experience (Mahdi, 2021; Hwang et al., 2014). The integration of messaging systems into educational practices has enabled more dynamic interactions between educators and learners, allowing for immediate clarification of doubts and fostering a collaborative learning environment. However, the reliance on these platforms raises concerns about data privacy and the need for guidelines to ensure appropriate usage among students and educators (Almaiah, 2020). Additionally, the potential for distractions and the informal nature of messaging platforms can sometimes detract from the educational experience, necessitating a balanced approach to their use in schools.

Furthermore, the integration of Microsoft Office applications in secondary schools has become increasingly important for developing students’ digital skills. Programs that teach students how to use tools such as Word, Excel, and PowerPoint are now part of the curriculum in many schools, reflecting a broader trend towards equipping students with essential skills for the modern workforce (Chiu, 2004). The ability to effectively utilize these applications is crucial for students as they prepare for higher education and future employment opportunities. Despite these advancements, challenges such as limited access to computers and software, as well as a lack of trained personnel to teach these applications, continue to hinder the effective implementation of Microsoft Office in educational settings (Ngwa, 2019; Tchouakeu, 2020)

Statement of the Problem

Globally, the integration of technology in educational administration has significantly transformed the management of schools. With the introduction of basic computing tools in the 1980s and the advent of the internet in the 1990s, many educational institutions have adopted digital tools for communication, record-keeping, and decision-making (Selwyn, 2016; Schrum & Levin, 2017). These advancements have greatly enhanced administrative efficiency. However, despite these global strides, the adoption of educational technology in developing countries remains uneven, especially in rural areas where infrastructure challenges and access to digital tools are significant barriers (Berkhout & Bakker, 2016; Avgerou, 2019). In Cameroon, initiatives such as the Cameroon Education Management Information System (CEMIS) have been introduced to streamline administrative processes, but their impact has been inconsistent, particularly in divisions like Mezam. This reflects the persistent challenge of integrating technology effectively into the administrative practices of schools.

In Bamenda II, located in Mezam Division of the North West Region in Cameroon, the effectiveness of school administrators in utilizing modern technological tools, such as video conferencing, messaging systems, and Microsoft Office, has been limited. This has contributed to inefficiencies in school management. For instance, GBHS Down Town, a well-known school in the Division, continues to rely on outdated manual systems for managing records, communicating with staff, and handling financial management. Despite the availability of digital tools, administrators face challenges in adopting technologies for record-keeping and communication, leading to delays in processing student data and inefficient decision-making (Venkatesh et al., 2012). Similarly, GBHS Nitop, and GBHS Bamenda, located nearby, has struggled to adopt basic administrative technologies. The school lacks video conferencing systems, which hinders communication between the administration and staff, especially when dealing with urgent matters or remote meetings (Wang, 2016). Furthermore, both schools still rely on traditional methods such as chalkboard-based instruction, and manual attendance registers to manage school activities and monitor student progress, which has led to delays and inefficiencies in administrative tasks and limited communication with students and parents.

These challenges in GBHS Down Town, GBHS Nitop, and GBHS Bamenda highlight the broader issue of inefficiency in school administration within Bamenda II. Without access to modern technologies, school administrators are hindered in their ability to manage tasks effectively and provide high-quality education. Ineffective use of technology in these schools has contributed to administrative delays, communication barriers, and poor data management, all of which hinder the schools’ ability to operate efficiently. Addressing these challenges will be crucial for improving administrative effectiveness and advancing the use of digital tools in Mezam educational sector.

Research Question

Main Research Question

How does the use of technology affect the effectiveness of school administrators in public secondary schools in Bamenda II?

Specific Research Questions

1. What is the effect of video conferencing on the effectiveness of school administrators in Bamenda II?
2. What is the effect of messaging system on the effectiveness of school administrators in Bamenda II?
3. What is the effect of Microsoft Office usage on the effectiveness of school administrators in Bamenda II?

Main Research Objective

To examine the use of technology on the effectiveness of school administrators in public secondary schools in Bamenda II.

Specific Research Objectives

1. To assess the role of video conferencing tools on the effectiveness of school administrators in Bamenda II.
2. To investigate how messaging systems contribute on the effectiveness of school administrators in Bamenda II.
3. To determine the effect of the use Microsoft Office on the effectiveness of school administrators in Bamenda II.