ROLE OF ICT COMPETENCE OF SCHOOL SUPERVISORS IN ENHANCING EFFECTIVE EDUCATIONAL MONITORING

Abstract

This study examined the influence of ICT competence on the effectiveness of educational monitoring among school supervisors in Nigerian public secondary schools. The study explored how supervisors’ digital skills and the use of ICT-based supervision tools affect the quality, timeliness, and accuracy of monitoring outcomes. A quantitative descriptive survey design was employed, involving a population of 210 school supervisors across Lagos State. Using Yamane’s (1967) formula, a sample of 136 was selected through stratified random sampling. Data were collected using a validated and reliable questionnaire (Cronbach’s Alpha = 0.87 and 0.82) and analyzed with SPSS version 23.0, employing both descriptive and inferential statistics. Findings revealed a strong, positive correlation (r = 0.684, p < 0.05) between ICT competence and effective educational monitoring. Regression analysis further showed that ICT-based tools significantly influenced monitoring efficiency (F = 73.289, p < 0.05), explaining 37.3% of the variance in outcomes. Study concludes that ICT competence is a crucial enabler of adequate supervision, enhancing timeliness, feedback quality, and data accuracy. It recommends continuous ICT training for supervisors, provision of digital infrastructure, and integration of ICT-based frameworks into educational supervision policies to ensure sustainable quality assurance in Nigeria’s education system.