Principals’ Data-Driven Decision-Making and Administrative Effectiveness in Secondary Schools in Calabar Education Zone of Cross River State, Nigeria

Abstract

This study investigated principals’ data-driven decision-making and their administrative effectiveness in secondary schools within the Calabar Education Zone of Cross River State, Nigeria. A descriptive survey research design was adopted to collect and analyze data from a target population of 98 public secondary school principals in the zone. Due to the manageable population size, a census sampling technique was used, involving all 98 principals in the study. Data were collected using two validated and reliable researcher-developed instruments—the Data-Driven Decision-Making Practices Questionnaire (DDDPQ) and the Administrative Effectiveness Rating Scale (AERS)—each comprising 32 structured items aligned with the research objectives. Descriptive statistics and a four-point Likert scale were employed for data interpretation, with a criterion mean of 2.50 used as the benchmark for assessing the extent of practice and effectiveness. The findings revealed that principals in the Calabar Education Zone engage in data-driven decision-making practices to a high extent, particularly in areas such as student performance monitoring and resource allocation. However, systemic challenges—such as inadequate ICT infrastructure, insufficient training, and a lack of reliable data systems—continue to hinder full implementation. The study concludes that while principals recognize the importance of data-driven decision-making and apply it significantly in administrative functions, overcoming structural barriers is essential to maximizing its impact. The study concludes that principals in the Calabar Education Zone utilize data-driven decision-making practices to a high extent, but systemic challenges such as inadequate ICT infrastructure and insufficient training hinder full implementation. It is therefore recommended that the government and stakeholders should prioritize the provision of adequate technological resources, such as computers, internet access, and data management software, to facilitate efficient data-driven decision-making in schools.