Innovation administration refers to any planned, coordinated, and risk-taking change made to any work organization or educational system to promote efficiency and higher production. It is the incorporation of new ideas, methods, tactics, and procedures into the educational system with the goal of increasing internal and external system efficiency. The implementation of new ideas in school administration is a response to technological advancements that have resulted in unique and innovative practices all over the world. As a result, innovation is defined as the cost-effective application of ideas, technology, and procedures in novel ways to gain a competitive advantage, which can manifest as increased productivity, job performance, services, and commitment. It is possible to accept or adapt to new ideas. According to Uchendu Ebelechukwu (2015), innovation is defined as a procedure for introducing new programs or practices into the operation of a system to replace ineffective or obsolete ones. Education is widely regarded as the foundation of any country’s progress. It improves the quality of life in a society by increasing its capabilities. Education enhances a person’s ability to apply his or her achievements to the betterment of his or her surroundings. As a result, in every known great country, educational growth preceded and completed national development. Today, especially in developing countries such as Nigeria, there is a growing belief in the unidirectional relationship between education and economic progress. Education has long been regarded as a vehicle for economic, social-cultural, and political development in countries and individuals (Obayan Audu, 2006). Education is a social process in which people gain societal competence and knowledge. Personal growth. Education is the skill of learning about oneself and one’s surroundings for the purpose of self-development (Oyedeji Akinlabi, 1998). Education is a tool for building a cohesive, self-sufficient, prosperous, and equal society capable of upholding its traditions and ideals. However, prior to 1882, there was no well-planned and structured educational system, and the majority of schools were mostly managed, operated, and funded by missionaries. Western education was introduced to Nigeria by missionaries in 1842, resulting in the establishment of the first school, known as “the Nursery of the Infants’ Church,” in Badagry in 1843. (Jacob and Weigman, 1973; Murina Ibe, 2012). The ownership of the school by the missionaries has prevented the introduction of a principalship into the educational system. EvenMost schools were run by missionaries with the sole purpose of teaching Nigerians the gospel of evangelism and incorporating reading, writing, and arithmetic (3Rs) into their curriculum; it wasn’t until 1887 that the first and most acceptable educational ordinance was passed, paving the way for proper school planning, standardization, grants-in-aids, and procedures for opening and closing schools. As a result, the government has decided to put principals in all secondary schools across the country. As a result of the 1887 Education Ordinance, the government began to fund, establish, and own specific secondary schools, giving rise to the principalship in secondary education. Secondary school, on the other hand, is an important point in the educational process. It is a stepping stone to the next level. Secondary education is a critical time for students to reach their full potential. Its benefits should be proportional to the investment; as a result, educational planners and administrators place a high value on performance at this level. The school as a formal institution is central to all teaching-learning activities. Principals and teachers are critical human resources in achieving school instructional leadership goals, student relationships, academic progress, facility manipulation, and other teaching tasks that must be completed at the school building and community level. When discussing principal supervisory abilities, Oyedeji Akinlabi (1998) stated that of all the key duties that school principals are expected to perform, none is more important than their responsibilities as supervisors, instructional, and curriculum designers. The teacher is involved in supervision. Support services, such as assisting teachers in identifying problems and determining the best methods for resolving them. According to Good’s Dictionary of Education (1998), supervision is any effort made by school authorities to provide leadership to teachers and other educational employees in order to improve teaching. Ojo Ladipo (1991) defined supervision in the school setting as “a dynamic and ongoing process aimed at realizing the creative abilities of students, teachers, and the community in order to construct the best possible educational programs.” Principals, on the other hand, are in charge of overall supervision of school programs and will have an impact on principals’ administrative success in general. The principal’s supervisory abilities will help in grading teachers and assisting teachers in using various technologies.

self-evaluation methods, and significantly assisting the principle in providing a proper enabling environment for teaching/learning activities.

Mbiti Grace (2000) stated that communication is the lifeblood of every business while speaking on principals’ communication abilities and administrative success. No institution can meet the needs of its constituents without effective communication. Information must flow from the school administration to the staff and students, and the principals must inform the heads of departments before informing the rest of the staff and students. Principals, on the other hand, should use their communication skills wisely to support effective communication between the school and the community, build strong relationships with parents through regular meetings, and strengthen the parent-teacher connection. Perhaps the most important

Morgan Cornman, (2002) lamented that; possibly the most vital and fundamental element in the management process is based on working with people, which is done through some forms of communication, which is why Morgan Cornman, (2002) lamented that; possibly the most vital and fundamental element in the management process is based on working with people, which is done through some forms of communication. He went on to say that proper communication process utilization is critical to the effectiveness of management efforts. According to Nwankwo and Luisggel (2002), keeping everyone informed is a good strategy for ensuring successful leadership, cooperation, coordination, support, and commitment.


Secondary schools were required to be managed in such a way that human resources fulfilled their expected responsibilities and completed their assigned tasks. In an ideal world, the rules would be applicable. As a result, the school will be able to raise the bar in terms of student academic success, teacher job performance, human relations, cohesiveness, and improved motivation. With all of these in place, secondary schools will be propelled toward effectiveness because everyone in the system will be actively involved in role-playing (Morgan Cornman, 2002). This does not appear to be the case in Akwa Ibom State, where many secondary schools are characterized by extreme teacher misbehavior, poor student academic performance, a high incidence of test malpractice, and a high rate of absenteeism among both staff and students. These heinous attitudes in Akwa Ibom State secondary schools do not meet acceptable standards, especially given that the graduates

The products were designed to be active and competitive with those from other countries. A school’s caliber and efficacy are largely determined by its administration. As a result, new administration for improved instructional efficacy in secondary schools is required.


The study’s overarching goal is to investigate innovative administration for improved instructional effectiveness in secondary schools. The following criteria will be used to guide the research:

To investigate various forms of innovative administration in secondary schools.

To assess the barriers to innovation in improving instructional effectiveness in secondary schools.

To discover the advantages of innovative administration in order to improve effectiveness.

To make recommendations on how to improve innovative administration in order to improve educational outcomes.


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