INTELLECTUAL STIMULATION PRACTICES ADOPTED BY PRINCIPALS FOR ENHANCING TEACHERS’ TECHNOLOGY INNOVATION IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

Despite the global era of technology and its impact on the economic development of the country, some
teachers are still not competent in the use of technology for creativity and innovation in the curriculum
delivery. This study becomes imperative to ascertain the intellectual stimulation practices adopted by
principals for enhancing teachers’ technology innovation in public secondary schools in Anambra State.
The study adopted a descriptive research design. The population of the study was 263 public principals
and 505 principals of private secondary schools. Two research questions guided the study and two
hypotheses formulated. A simple random sampling technique was used to select a sample of 381,
comprising 129 principals of public and 252 principals of private secondary schools in Anambra State.
Questionnaire was used to collect data and data was analyzed using descriptive and inferential statistics.
To answer the research questions, the responses from the research instrument were analyzed using
frequency and percentage scores. Validity of the instrument was determined by consulting 3 experts, 2
experts were from the department of educational management and Policy, while 1 expert was from the
department of Educational Foundations (Measurement and Evaluation Unit) both from Nnamdi
Azikiwe University, Awka Anambra state, in order to establish the face and content validity in line with
the purpose of the study. The scores obtained after collating the questionnaire were measured using
Cronbach Alpha to determine the inter consistency of the instrument and whose reliability yielded a
coefficient ® value of 0.74, indicating that the instrument was reliable and dependable to conduct the
study. However, the two null hypotheses were tested using Chi-Square statistic 0.05 level of
significance. Result showed that principals recommend teachers for professional training and also
involve teachers in decision making among others. It was recommended that principals should
emphasize on the expertise on the delivery of assigned work.