Abstract

The main goal of this research was to see how much information and communication technology (hardware devices, software programs, and internet access) is used by principals in the administrative administration of Government Secondary Technical Schools in Cameroon.

The survey design was used in this investigation. In the North West and South West regions, a total of 150 principals were chosen from a total of 201 schools.

The study employed a multistage sample approach that combined basic random sampling and probability sampling techniques.

The information was gathered through the use of a questionnaire and an observation guide. The Statistical Package for Social Sciences (SPSS) Version 25.0 and Multiple Regression Analysis/Logistic Regression Model were used to examine quantitative data, while theme and content analysis were utilized to assess qualitative data.

Following the verification of all hypotheses, inferences were drawn to the conclusion that there is a substantial association between all constructs of Principals’ use of ICTs (independent variable) and Secondary School administration (dependent variable), with a Predictive Power of 90%.

The null hypothesis is rejected, suggesting that the usage of ICT by principals has a considerable influence on the quality and performance of their management and administrative responsibilities.

In all cases, however, the size of the existing association was judged modest. Hardware devices accounted for 29.4 percent of total utilization, followed by software applications (28.0 percent), and internet services (28.0 percent) (30.3 percent).

Finally, it was suggested that these obstacles have hampered principals’ efficient use of ICT in secondary school administration.

Based on these findings, it was suggested that principals participate in ICT professional development programs, not only to improve their computer literacy, but also to enable them to oversee the adoption of ICT in schools successfully and confidently.

To enhance educational institution administration, the government, school administrators, parents, and educational stakeholders should collaborate to provide schools with appropriate current ICT hardware devices, software applications, internet facilities, and infrastructure.

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