Top Ten Books on Research Methodology

 

Dr Nneka G. Nwaka & Dr Stella Obidile

Department Of Educational Foundations And Administrations

E-mail: nwakadr@gmail.com

E-mail: ellajoseph1920@gmail.com

 

ABSTRACT

This study explored the perceived role of artificial intelligence (AI) in transforming secondary school management system and the challenges principals may likely face in the application of AI tools in the process of managing secondary schools in Ogidi Education Zone of Anambra State. All the 30 principals in the education zone were studied because the population can be studied, conveniently. Thus, there was no need for sampling. Three research questions and one null hypothesis guided the study. Data was collected using a 30-item researchers’-made questionnaire; structured on a Modified Four-Point Likert Scale of 4, 3, 2 and 1. The questionnaire was face-validated by experts and tested for reliability.   Reliability coefficient of 0.76 was determined using Pearson Product Moment Statistical Tools. The instrument was administered on the 30 respondents by direct method and retrieved immediately after they were filled, hence a 100% return rate was made. Data collected was analyzed using mathematical mean scores for the research questions and t-test analysis for the hypothesis at 0.5 level of significance. Findings showed that the principals perceived that AI-driven tools have the potential to optimize administrative tasks, streamline communication/conversations, save time, prevent unnecessary workloads, have the ability to facilitate and support data-driven decision-making processes, among others. Based on the findings, the paper recommends that government at all levels; non-governmental organizations, and private sectors should assist in equipping and supporting principals in secondary with high quality e-educational programmes and e-technologies in order to leverage AI in a way that maximizes benefits.

Key words: Artificial Intelligence, transforming, secondary school management

 

 

 

 

Introduction

All over the world, education is seen as an indispensable instrument for national development and a process of human transformation through the acquisition of relevant knowledge, skills, and capabilities necessary for human development. It has been believed that nations’ progress and advancement are dependent on the strength of her education system.  Thus, it may not be any wonder why many developed nations pay greater attention to education, especially its management. Obona, Udang, and Egeh (2023) opine that success of educational institutions is hugely determined by efficient and effective management of its resources. Thus, in secondary schools, effective and efficient management of the human, material, information and financial resources are crucial for attainment of the educational goals. Secondary schools are managed by principals, who are experienced and adequately trained. The principal is a secondary school administrator, who heads the school. He works closely with teachers and other staff to ensure that learning environment is both safe and productive for the students. Ultimately, principals lead and shape secondary school culture as well as coordinate and foster academic achievement, personal growth and character development through promoting high expectations, supporting teachers and students learning and encouraging a culture of inquiry. Principals maintain and up to date records, maintain human relationships, supervise works of teachers and other staff members.

Specifically, school management system deals with coordinating of all the resources in the school organization through the process of decision-making, influencing, planning, organizing, coordination, directing, communication and evaluating for optimum goal achievement. In other words, secondary school management system gets things done effectively and efficiently, through others in line with the stated goals. Without doubt, the tasks of management are complex and so it becomes pertinent that Artificial Intelligence (AI) tools be used to achieve goals more effectively and efficiently since it has been noted that the basic goal of AI is to mimic human intellect and execute complex tasks more efficiently, personalized, and interestingly (Dipanwila, Mrinmoy, & Souvik, 2024).

Recently, the world, including Nigeria is rapidly evolving towards digitization in all facets of life owing to the impact Information and Communication Technology (ICT).  AI and the like have emerged as crucial outcome of digitalization and the increasing technological integration and are having great impact on economy, society and human development. AI is redefining how we learn, work, and solve problems across the globe. It presents extraordinary opportunities to enhance learning, improve access to knowledge, and develop the leadership skills required for success in management of education. Thus, it becomes imperative that efforts should be made by principals to accelerate their transition to cloud-based systems such as AI in order to benefit from its potentials.

With AI and technological advancements, education is no longer confined by time and space. AI is a powerful technology that can to automate routine tasks, analyze data, predict and personalize products and services. Google Cloud (2025) sees AI as a set of technologies that enable computers to perform a variety of advanced functions, including the ability to see, understand, and translate spoken and written language, analyze data, make recommendations, and more. AI can facilitate better school management through explainable and fair progress, if well applied. It can improve management processes, reduce errors, and optimize their operations, often deliver results more quickly and accurately than any human and consequently lead to better outcomes and increased profitability (Kara, 2023). However, it should not be solely responsible for major decisions in the school system. Integration of AI in secondary schools’ management can be transforming and its process can redefine the role of the principals from system managers to visionary leaders in their effort to lead. This is because AI can foster more dynamic and inclusive learning environment. AI is a wide spread tool in management equipped with capabilities that replicate human cognitive abilities, such as thinking, perceiving, reasoning, learning, analyzing, problem-solving, generating experiences, evaluating and making decisions. Numerous AI optimizes a range of administrative functions including formula generation, data categorization, and automated formatting.

 

Among the various AI powered tools that can help in transforming the management of secondary education are smart home appliances, smart phones appliances, Tableau AI, ChatGPT and Claude. Also, Civitas and Bright Bytes are AI-powered analytics platforms can provide school heads with real-time data on student performance, teacher effectiveness, and resource allocation (Gocen, Bulut, and Yurdunkulu, 2025). Tableau AI, integrate contextualized analytics into daily school operations, translating complex datasets into actionable insights. AI-driven Enterprise Resource Planning systems are being continuously monitored to optimize the efficient use of resources in educational institutions, as well as managing school operations and logistics (Dipanwila, Mrinmoy, & Souvik, 2024). AI applications in performance management have been found to facilitate objective evaluation and improvement of teachers’ performance. AI-powered organizational decision-making tool also enable educational administrators to analyze data more effectively and make better-informed decision. Thus, AI is expected to enhance efficiency, decision-making and resource management in education (Isler & Kilic, 2021)

 

A recent study carried out on school leaders from twenty countries as reported by Doger and Gocen (2025) revealed that AI tools are already being implemented for data analysis, strategic planning, content creation, and administrative support. Put simply, they provide data-driven insights to optimize school operations; to set meeting agendas; track performance metrics; manage communications and; conduct predictive analyses to support student success. Before now, school management primarily relied on humans in the process of decision making, official legislation administrative expertise and structured leadership models. Presently, application of AI tools in management plays a pivotal role in enhancing school administration and expertise, improving decision making, leadership expertise and models in unprecedented ways, though not without human input. In the words of Gocen, Bulut, and Yurdunkulu (2025), AI tools now support policy makers and school leaders by offering comprehensive decision-making tools that extend beyond basic alert systems, providing data-driven insights to optimize school operations. Undoubtedly, in the next ten years, this rapid evolution of AI would substantially reshape the education sector, especially as it concerns the working hours. AI is poised to transform education management beyond current applications. According Gocen, Bulut, and Yurdunkulu (2025), one of the most transformative advantages of AI in school management is its ability to support data-driven decision-making, enabling school leaders and policy makers to implement targeted, evidence-based interventions. It AI-powered predictive analytics allow educational institutions to anticipate challenges, allocate resources more effectively, and enhance student outcomes through proactive measures. AI is capable of redefining administrative efficiency in education, automating repetitive tasks such as class scheduling, attendance tracking, and report generation allowing school staff to redirect their time toward strategic initiatives (Hutami, 2024).

 

Understandably, blending AI innovations with effective leadership enables principals to drive their schools to success. Therefore, integrating AI-driven tools in the management of secondary schools is beneficial. They are supportive and complementing tools to advance management beyond current applications, hence optimizing administrative efficiency. However, it is not clear the extent principals apply AI tools in their daily operation in the schools and whether there are factors hindering their effective application since AI integration in education in Anambra State, Nigeria is still in its early stage. This study therefore sought to examine the integration of AI into the secondary school management system, focusing on the perceived roles and extent of application of Artificial Intelligence in the school management system in Ogidi Education Zone of Anambra State. Additionally, it assessed the challenges associated with AI in school management. Specifically, the study examined:

·         The perceived roles of AI-driven tools in transforming secondary school management system in Ogidi Education Zone.

·         The extent principals applied AI-driven tools in transforming secondary school management system in Ogidi Education Zone.

·         The challenges principals face in the application of AI in secondary school management in Ogidi Education System.

 

 

Research questions

 

The following research questions guided the study:

1.      What are the perceived roles of AI in transforming secondary school management system in Ogidi Education Zone?

 

2.      To what extent have principals applied AI-driven tools in transforming secondary school management system in Ogidi Education Zone?

3.      What challenges can principals likely face in the application of AI in secondary school management in Ogidi Education System?         

Null Hypothesis

Ho₁: There is no significant difference between the mean ratings of the male and female principals’ responses on the perceived roles of AI in transforming secondary school management system in Ogidi Education Zone.

Method

Descriptive survey research design was used for the study. Descriptive survey design was considered to be most appropriate because of its flexibility which permits the use of variety of data collecting techniques such as questionnaire. The design is therefore, considered appropriate for this study because it elicited opinions of the respondents with a structured questionnaire on the role of AI in transforming secondary school management system in Ogidi Education Zone of Anambra State. Population of the study was all the 30 principals in the education zone. All the 30 principals in the education zone were studied because the population can be studied, conveniently. Thus, there was no need for sampling. Three research questions and one null hypothesis guided the study. Data was collected using a 30-item researchers’-made questionnaire; structured on a Modified Four-Point Likert Scale of 4, 3, 2, 1. Face validity of the instrument was established by two experts; each from the Departments of Educational Management and Policy and Educational Measurement and Education of Nnamdi Azikiwe University, Awka respectively. Corrections they effected were incorporated in the final draft of the questionnaire.  The reliability of the instrument was established using 15 principals from Aguata Education Zone. A Pearson Product Moment Statistical tool was used to find the reliability estimate and it yielded a value of 0.87; an indication that the instrument was reliable.

 The instrument was administered on the 30 respondents, assisted by three trained research assistants, by direct method and retrieved immediately after being filled. A 100% return rate of the 30 copies of the instrument was made.  Data collected was analyzed using mathematical mean scores for the research questions and t-test analysis for the hypothesis at 0.5 level of significance.

Items with means of 2.50 and above were regarded as positive responses while those with mean less than 2.50 were regarded as negative responses. The t-test statistics was used in testing the null hypothesis to establish significance differences in the principals’ opinions.

Results

Research Question One: What are the perceived roles of A-driven tools in transforming secondary school management system in Ogidi Education Zone?

 

Table 1: Mean Ratings of Principals’ responses on the perceived roles of AI tools in transforming secondary school management system in Ogidi Education Zone

Nos      AI-powered tools:                                                            Male   Principals       Female Principals                                                                                                        Means   SD   Dec.      Means   SD    Dec.

1. Have the potential to optimize administrative tasks       2.78     0.50   Agree    3.27     0.47     Agree
2. Improve and streamline communication/conversation   2.64     0.45   Agree    2.63     0.54     Agree
3. Save time                                                                        3.88     0.65   Agree     3.27     0.47     Agree
4. Prevent unnecessary workloads                                      2.64     0.51   Agree     2.63     0.54     Agree
5. Have the ability to facilitate and support data-driven

decision-making processes                                             3.88     0.51    Agree    3.27     0.47    Agree

6. Generate new insights based on existing data                2.88     0.65    Agree    3.27     0.47    Agree
7. Create more effective learning environments                 2.64     0.51    Agree    2.63    0.54    Agree
8. Enable principals to implement targeted,

evidence-based interventions                                          2.64     0.51     Agree   2.63   0.54      Agree

9. Enable principals to anticipate and overcome

 challenges by simplifying tasks                                     2.88     0.45     Agree   3.27     0.47     Agree

10. Can mimic human intellect                                            3.48     0.61     Agree   3.27    0.47     Agree
11. Enable them to allocate resources more effectively.      2.64     0.51      Agree  2.63    0.54     Agree
12. Can automate repetitive tasks                                         2.54     0.47     Agree   2.73    0.43     Agree
13. Can help to enhance overall productivity.                      2.78     0.50     Agree   3.21    0.47     Agree
14. Can personalize and streamline administrative tasks.    2.64     0.51     Agree   2.63    0.45     Agree

____________________Grand Total_______________ 2.92__ 0.52__ Agree   2.95__0.49     Agree

Table 1 shows that all the variables are accepted as the perceived roles of AI in transforming secondary school management system in Ogidi Education Zone, in view of their mean ratings which are above the acceptable mean rating of 2.50. This implies that all the respondents are aware of the tremendous impact of AI, which no doubt engenders transformation of secondary school management.

 

Research Question Two: To what extent have principals applied AI-driven tools in transforming secondary school management system in Ogidi Education Zone?

 

Table 2: Mean Ratings of Principals’ responses on the extent principals have applied AI-driven tools in transforming secondary school management system in Ogidi Education Zone

____________________________________________________________________________________

Nos      Extent of AI powered tools Application Male Principals                          Female Principals

            include:                                                       Means     SD       Dec.                 Means SD       Decision

1.      ChatGPT– to set meeting agendas                    2.38        0.51  Disagree             2.43    0.46     Disagree

2.      Civitas Learning to get students’

performance data                                              2.06        0.44  Disagree             2.30     0.55     Disagree

3.      Bright Bytes for data on teacher

effectiveness and resource allocation               1.93        0.41   Disagree            0.43     0.24     Disagree

4.      Claude, for conversations, brainstorm ideas,

and analyze documents                                     2.44        0.51   Disagree            2.43      0.46     Disagree

5.      Tableau AI-  to integrate contextualized

analytics into daily school operations              1.67        0.38   Disagree            0.86       0.25     Disagree

6.      Smart phones to optimize a range of

      administrative functions                                  4.46        0.74    Agree              4.43        0.53        Agree

      Grand Means                                                      2.49         0.49    Disagree         2.15        0.42       Agree  

From Table 2, almost all the variables, have means below the acceptable mean of 2.5 except for items 6, which is an indication that both the male and female principals to a great extent use smart phones as AI tools to optimize a range of administrative functions (4.46 and 4.43 respectively). However, the grand means of 2.49 and 2.15 respectively for the male and female principals is an indication that they applied AI-driven tools in their secondary school management system to a poor extent in Ogidi Education Zone.

Research Question Three: What challenges can principals likely face in the application of AI in secondary school management in Ogidi Education System?

 

 

 

Table 3: Mean Ratings of Male and Female Principals’ responses on the challenges Principals face in the application of AI in secondary school management in Ogidi Education System_________________

Nos          Likely Challenges include:                                   Male   Principals            Female Principals                                                                                       Means   SD        Dec            Means    SD       Dec.

1.      Data privacy issues (data security risks)                   2.88     0.45       Agree           2.77         0.47     Agree

2.      Ethical concerns                                                        2.64     0.51       Agree           2.63         0.54     Agree

3.      Digital divide remains a significant barrier to

AI full implementation                                             2.88    0.45       Agree           2.77         0.47     Agree

4.      Insufficient government funding of the

education sector.                                                       2.76     0.54       Agree           2.63         0.63     Agree

5.      Significant gap in AI Skills among principals.        2.51     0.63       Agree           2.64         0.55     Agree

6.      Limited access to advanced training opportunities. 3.76      0.45       Agree           3.60         0.66     Agree

7.      Lack of structured mentoring programmes.             3.64      0.51       Agree           2.43         0.44     Agree

8.      Shortage of trained personnel in AI.                        2.64      0.45       Agree           2.63         0.54     Agree

9.      Inadequate educational initiatives.                           2.93        0.48     Agree           2.63          0.54     Agree

10.  Little or no access to high quality educational

programmes.                                                             3.66       0.79     Agree          3.66           0.65     Agree

                   Grand Mean_____________________ 3.63__    0.88__ Agree_       2.85__        0.55__ Agree

Table 3 presents the views of principals on the challenges they face in the application of AI in secondary school management. From the above Table it was observed that the mean ratings of the respondents for all the variables are above the cut-off point of 2.50. Thus, an implication that all the variables are challenges to principals face in the application of AI tools.

Ho₁: There is no significant difference between the mean ratings of the male and female principals’ responses on the perceived roles of AI in transforming secondary school management system in Ogidi Education Zone.

Table 4: Summary of t-test Analysis of Means Scores of Male and Female Principals on the perceived roles of AI in transforming secondary school management system in Ogidi Education Zone

--------------------------------------------------------------------------------------------------------------------------------

Status of                     No       Mean              SD       df        t-crit.               t-cal.    Level of         

Respondents                          Ratings                                                                       Significance    Decision

Male Principals           4          2.92                 0.52     28        1.06                 1.96                 0.05     Accept

Female Principals       26        2.95                 0.49                                                                             Ho₁____

 

In table 4, the t-calculated is 1.06, which is less than the t-critical of 1.96. This suggests that there is no significant difference between the mean ratings of the male and female principals’ responses on the perceived roles of AI in transforming secondary school management system in Ogidi Education Zone. Therefore, the null hypothesis is upheld.

Discussion of Findings

This study explored the perceived role of Artificial Intelligence in transforming secondary school management system in Ogidi Education Zone of Anambra State, guided by three research questions and one null hypothesis. Data, which addressed research question one a presented on Table 1 shows that both the male and female principals perceived the roles of AI in transforming secondary school management system in Ogidi Education Zone to include that AI have the potential to optimize administrative tasks, streamline communication/conversations, save time, prevent unnecessary workloads, have the ability to facilitate and support data-driven decision-making processes, generate new insights based on existing data, create more effective learning environments, enable principals to implement targeted, evidence-based interventions, enable principals to anticipate and overcome challenges by simplifying tasks, enhance efficiency, enable them to allocate resources more effectively, can automate repetitive tasks, can help to enhance overall productivity and can personalize and streamline administrative tasks in view of their mean ratings which are above the acceptable mean rating of 2.50. This implies that all the respondents are aware of the tremendous impact of AI, which no doubt engenders transformation of secondary school management. This finding conforms to Kara (2023) understanding that AI increasingly plays vital role in leadership decision-making, with predictive analytics, natural language processing, and more. Supporting this view, Gocen, Bulut, and Yurdunkulu (2025) maintained that one of the most transformative advantages of AI in school management is its ability to support data-driven decision-making, enabling school leaders and policy makers to implement targeted, evidence-based interventions. Complementing the above views, Lopez (2023) opined that principals can automatically take early action, when challenged by sending personalized alerts using AI tools. This finding was further confirmed by the result of the t-test analysis which showed that there is no significant difference in the mean ratings of the both male and female principals’ responses on the perceived roles of AI in transforming secondary school management system in Ogidi Education Zone as a result of gender.

Responses to research question two showed that almost all the variables, have means below the acceptable mean of 2.5 except for items 6, which is an indication that both the male and female principals to a great extent use only smart phones as AI tools to optimize a range of administrative functions (4.46 and 4.43 respectively). Substantially, the grand means of 2.49 and 2.15 respectively for the male and female principals is an indication that all the principals to a poor extent applied other AI-driven tools in their secondary school management system in Ogidi Education Zone. This finding did not conform to the result of a recent study carried out on school leaders from twenty countries, which revealed that AI tools are already being implemented for data analysis, strategic planning, content creation, and administrative support (Doger and Gocen, 2025). However, while these AI tools can offer principals ample opportunities to boost administrative efficiency, free up time, Gocen, Bulut, and Yurdunkulu, (2025); Anderson (2025) suggested striking a balance leveraging AI to enhance education while safe guarding the irreplaceable human connections that make education meaningful, ethical and deeply impactful.

Result of the findings on the challenges principals are likely to face in the application of AI in the process of management of schools presented on Table 3, showed that insufficient government funding of the education sector, significant gap in AI Skills among principals, limited access to advanced training opportunities, lack of structured mentoring programmes, shortage of trained personnel in AI inadequate  educational initiatives, little or no access to high quality educational programmes and more can hinder secondary school management from harnessing the power of AI in their daily managerial practices in the schools. Mostly rated was the fact that they have little or no access to high quality educational programmes that would enable them to acquire the leadership skills necessary to lead AI initiatives. Insufficient government funding to secondary schools has exposed principals to untold hardships and responsibilities. however, it should be noted that implementation of AI-driven tools in schools in order to transform school operations urgently requires substantial funding and strategic planning if they can be effectively implemented. In line with the above finding, Dipanwila, Mrinmoy, & Souvik (2024) opined that implementing AI solutions can be expensive, potentially exacerbating existing disparity between well-funded and underfunded educational institutions. More so, smaller or less affluent schools may struggle to afford and integrate advanced AI technologies.

Conclusion

As a matter of fact, future of transformative opportunity to enhance secondary education management is here, and it is powered by AI-driven tools and techniques. However, from the findings of the study it is evident that school managers and leaders find it difficult to face the challenges and opportunities from this rapid development of AI technologies, especially as it concerns harnessing AI potential in transforming secondary school management.  Thus, artificial intelligence leadership skills for principals become imperative in Anambra State in order to enhance efficiency and effectiveness in secondary education. By implications, there is the need for urgent planning, mentoring, teacher training, and education programmes to cultivate a skilled workforce capable of leveraging AI to advance secondary education goals.

Recommendations

Based on the findings and conclusion, recommendations were made thus:

1.      Government, non-governmental organizations, and private sectors should assist in equipping and supporting principals in secondary with the right quality e-educational programmes and e-technologies to support AI.

 

2.      Government and should establish mandatory training and educational workshops to cultivate skilled and robust workforce capable of leveraging AI to advance the secondary education goals.

 

3.      Government should strengthen secondary school leadership through innovative educational approaches that encourage public-private collaboration

 

References

Abdelsalam, M. (2025). How is artificial intelligence transforming school management systems?     Discover 4 key points. https://pioeersesschool.com

Anderson, F. V. (2025). Developing AI leadership capacity in Africa: Exploring the role of education, training, and mentorship programs. Intergovernmental Research and Policy Journal (IRPJ). https://irpj.euclid.inmt 

Dipanwila, B., Mrinmoy, N., & Souvik, B. (2024). The impact of artificial intelligence on education system. International Journal of Scientific Research in Science and Technology. https://www.researchgate.net/publication/383677239  

Doger, M. F. ,& Gocen, A. (2025). AI-driven school leadership: An analysis across five continents. https://aieou.web.ox.ac.uk/article/ai-school-management-new-era-leadership

Gocen, A., Bulut, M. A., & Yurdunkulu, A. (2025). AI in school management: A new era of leadership. https://aieou.web.ox.ac.uk/article/ai-school-management-new-era-leadership

Google Cloud. (2025). 6 ways Goggle is working with AI in Africa. Bussiness Post Nigeria, 136-567. https://cloud.google.com

Hutami, S. (2024). Utilizing technology and artificial intelligence in educational administration to enhance school performance at junior high school. International Journal of Education, 3 (2), 197-212. https://doi.org/10.59175/pijed.v3i2.302

Isler, G., & Kilic, F. (2021). AI applications in education. International Journal of Educational Research, 38 (2), 89-111. https://doi.org/10.xxxx/ijer.2021.098765

Kara, D. (2023). The impact of artificial intelligence on leadership: How to leverage AI to improve decision-making. https://www.forbes.com/sites/karadenison/2023/03/14/the-impact-of-artificial

Lopez, A. (2023). New UOC AI system lets the university monitor online students at risk of dropping out. Universitat Oberta de Catalunya. https://www.uoc.edu/en/news/2023/209-AI-detects-students-at risk-dropping-out

Obona, E. F., Udang, J. A., & Egeh, E. U. (2023). Human resource management techniques and job performance of teachers in special need schools in Calabar Municipality of Cross River State, of Nigeria. EPRA International Journal of Educational Management, 35 (5), 762-775. https://doi.org/10.1108/IJEM-03-2021-0123

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                                                 

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