CHAPTER ONE

INTRODUCTION

1.1 Background of the study

It's vital to note that the word "ICT" refers to a broad spectrum of computerized information and communication technologies in this study. Desktop computers, laptops, mobile devices, wired or wireless intranets, corporate productivity applications such as text editors and spreadsheets, enterprise software, data storage and security, network security, and others are examples of these technologies Angie (2013). Institutional management information systems should be developed to provide accurate records of information, save manual labor costs, improve staff communication, and support the organization's strategic objectives and direction. School administrators are more concerned now than they were even a few years ago about school data storage and collection. Schools all around the globe are using information and communication technology (ICT) to improve academic efficiency as well as provide better stakeholder service. Diverse researchers have characterized information and communication technology (ICT) from various angles. ICT is described by Mueen, Asadullah, Raed, and Jamshed (2013) as an electronic network that consists of complicated hardware and software connected by a variety of technical protocols. Internet, satellite, cable data transmission, and computer aided equipment are all examples of ICTs, according to Ufuophu & Agobami (2012,). ICT, on the other hand, refers to facilities, tools, or resources that may be utilized to quickly process, store, maintain, access, retrieve, and distribute data. It may be seen as a growth engine and a tool for empowerment, having significant implications for education, transformation, and socioeconomic development. Institutional management information systems should be developed to provide accurate records of information, save manual labor costs, improve staff communication, and support the organization's strategic objectives and direction. Various researchers defined information administration as one aspect of overall administration of educational institutions, according to Bamidele (2015,) which mostly comprises general and day-to-day operational operations. As a result, it is possible to infer that the information administration cycle consists of three key components:

1.     student administration,

2.     staff administration, and

3.general administration.

Student administration is an essential component of information management. This includes a variety of tasks, ranging from admissions to learning activities to results processing and performance analysis. This includes student inquiries about admissions, applications for admissions via electronic media, registration / enrolment via computers, course allotment, and the availability of information such as timetables / class schedules in electronic form, as well as attendance monitoring / maintenance via electronic media. Recruitment and job assignment of professors and employees in the institution, attendance and leave management, and performance rating are all part of staff administration. It also involves pertinent communication to and from the institutions as well as among peers. Staff administration using information and communication technology (ICT) facilitates the processing of large amounts of data in a timely, careful, and error-free way, making data retrieval simpler (Thomas, 2004,). The general administration of the school management system, which covers the numerous day-to-day operations of the overall system, is an essential aspect of information administration. In general, a solid communication system should be in place for the administration's overall performance. ICT aids in the provision of a good communication system in higher education, as well as the timely dissemination of information to all parties involved. Administration has therefore been expanded as a service activity or instrument in the institutional environment, allowing the core goals of the institutional process to be more effectively optimized when assigning people and material resources, as well as making the greatest use of existing resources (Liverpool & Jacinta, 2013) The following are some of the different methods for incorporating technology into educational institution management (Angie, 2013,) Rather of printing and distributing alerts and agendas, send them to personnel through email. Lesson plans must be submitted by e-mail. Ask parents to enter e-mail addresses on medical paperwork to encourage technological expansion. Make it a requirement for all instructors to develop a class Web page. Attend technology conferences to learn about what other schools are doing to integrate technology, what other instructors are doing to integrate technology, and what administrators are doing to encourage students to utilize technology in their classrooms.

1.2 Statement of the problem

Many of the challenges that educational institutions face may be solved with management information technology. Poor staffing estimates, a lack of reliable student information, a lack of time to acquire information promptly, a lack of confidence or competence, and a lack of training are examples of such issues. However, there have been little or no research on this issue, particularly in Somalia. This study aims to address this apparent research vacuum by evaluating Information Technology and its impact on secondary school principals' administrative performance in Ebonyi state.

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