Purpose
The purpose of this paper is to investigate the adoption and use of information and communication technologies (ICTs) by school administrators in the management of schools, as well as factors that influence use of ICTs by the administrators.
Design/methodology/approach
Survey research design was adopted. A two-stage sampling procedure (random and purposive) was used to select the respondents, while quantitative and qualitative methods were used for data collection.
Findings
Findings reveal that the school administrators use various ICTs to carry out administrative and management duties. Task characteristics, task-technology fit, attitude and perceived ease of use have significant relationships with use of ICTs by the administrators.
Research limitations/implications
The findings and conclusion from this paper cannot be generalised to all schools in Nigeria because the population was limited to only private secondary schools.
Practical implications
The study contributes to an existing knowledge on adoption and use of ICTs in schools, and provides information to policymakers on factors that should be given consideration when there is a need to implement ICTs in schools.
Social implications
This paper could assist school administrators that are yet to adopt and implement ICTs in their schools of the need to do so in order to enjoy the benefits associated with ICTs use in the workplace.
Originality/value
This paper is one of the first pieces of empirical research that has adopted the integrated technology acceptance and task-technology fit models to investigate use of ICTs by administrators of schools in Nigeria.
Reviewing The Structural Relationship Among the Technology Leadership, Technostress and Technology Acceptance of School Administrators
