Evaluation of the Impact of Technology-Driven Leadership on Secondary Students’ Outcomes In Nigeria

• Prof. Osaretin Albert Taiwo Ebuehi

  University of Lagos, Lagos, Nigeria

  Author

This study evaluates the impact of technology-driven leadership on student academic outcomes in Nigerian secondary schools, focusing on how principals’ ICT vision, training, and support influence learning achievements. Utilizing data collected from secondary schools across Nigeria, the research applies quantitative analyses including multiple regression and mediation modeling to explore these relationships. Findings reveal that technology-driven leadership accounts for 56% of the variance in student academic outcomes, with ICT vision identified as the strongest predictor. Additionally, teacher technology integration significantly mediates this relationship, highlighting the importance of teachers’ active use of digital tools in translating leadership efforts into improved student engagement and achievement. The study confirms a statistically significant positive relationship between technology leadership and student success, emphasizing the critical role of visionary and supportive school leadership in navigating digital transformations in education. Recommendations include enhancing leadership training focused on ICT competencies, providing sustained professional development for teachers, investing in ICT infrastructure, and promoting data-driven monitoring. These findings contribute to the growing body of Nigerian educational research and offer practical guidance for policymakers, school leaders, and educators committed to leveraging technology to improve educational outcomes.