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Research Highlights

The Problem: Secondary school administrators in Nigeria face challenges managing complex school records and ensuring administrative efficiency, necessitating an investigation into how emerging Artificial Intelligence (AI) tools influence job performance. 

The Method: A descriptive survey research design was applied to a sample of 162 administrators and 90 teachers from 18 secondary schools across the Osun West and Central senatorial districts, specifically within the Egbedore and Osogbo Local Government Areas of Osun State, Nigeria. 

Quantitative Finding:The regression analysis revealed a very strong positive relationship between AI tool usage and job performance (R=.999); AI tool usage explained 99.8% of the variance in job performance (R^{2}=.998); private school administrators reported significantly higher AI tool usage (M=0.13, SD=0.56) compared to public school administrators (M=-0.54, SD=0.69), with a mean difference of 0.67 (p

Qualitative Finding: Administrators prioritize AI for staff training, communication with stakeholders, and routine administrative support, while adoption remains low for infrastructural and security-oriented applications like AI-powered CCTV; teachers perceive a positive association between AI integration and administrative effectiveness in leadership and coordination.

Abstract

This study investigated the relationship between Artificial Intelligence (AI) tools and job performance among secondary school administrators in Egbedore and Osogbo Local Governments, Osun State, Nigeria. Specifically, the study assessed the extent of AI tools usage, the relationship between AI tools usage and administrators’ job performance and differences in AI tools usage between public and private secondary school administrators. The study was motivated by the growing expectation for school administrators to improve administrative effectiveness through digital technologies. A descriptive survey research design was adopted, involving 252 respondents comprising 162 administrators and 90 teachers drawn from 18 secondary schools (nine schools from each local government). Nine administrators were purposively selected from each school based on their administrative roles, while five teachers were randomly selected per school to assess the school administrative job performance in relation to AI-support practices. Data were collected using two validated instruments: the Artificial Intelligence Usage and Job Performance of Secondary School Administrators Questionnaire (AIJPSSAQ) and the Administrator Job Performance Scale (AJPS), with reliability coefficients of 0.82 and 0.87, respectively. Data were analyzed using descriptive statistics, linear regression, and an independent samples t-test at the 0.05 level of significance. Findings indicated that administrators reported a high level of AI tools usage (M=2.79), while teachers perceived AI-related administrative practices of schools positively (M=3.22). A significant positive relationship was found between AI tools usage and administrators’ job performance. In addition, private school administrators reported significantly higher AI tools usage than their public school counterparts, with a significant mean difference (MD = 0.67).The study concludes that AI tools usage is significantly associated with administrators’ job performance and recommends enhanced AI capacity building and infrastructural support, particularly in public secondary schools.

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