Abstract

This study examined the use of digital communication channels for educational administration and student engagement by administrators in secondary schools in North-West Nigeria. The study was guided by four objectives: identifying the types of digital communication channels used for educational administration, determining the extent of their use for administrative activities, examining their influence on student engagement, and identifying challenges affecting their effective utilisation. The Technology Acceptance Model (TAM) provided the theoretical framework. A descriptive cross-sectional survey design was adopted, with a population of 418 secondary school administrators comprising Headmasters, Assistant Headmasters, and Senior Masters across the North-West geopolitical zone. A multistage sampling technique was employed, with total enumeration used to include all 418 eligible administrators. Data were collected using a structured questionnaire and analysed using frequencies, percentages, means, standard deviations, and regression analysis. Major findings revealed that WhatsApp (93.5%), SMS/text messaging (87.3%), and telephone calls (84.2%) were the most commonly used digital communication channels, while specialised platforms such as Learning Management Systems (18.2%), Google Classroom (15.3%), and X/Twitter (12.2%) were less utilised. The extent of use for educational administrative activities was low, with an overall mean of 1.99 below the 2.50 criterion mean, indicating that digital channels were used more for urgent communication than for systematic administrative functions. Regression analysis showed a significant positive influence of digital communication channels on student engagement (R = .428, R² = .183, F(1,416) = 93.18, p < .001), accounting for 18.3% of the variance in student engagement. Major challenges included poor Internet connectivity, unreliable electricity supply, high costs, limited access to digital devices, and inadequate digital competence. The study concluded that while digital communication channels are available in secondary schools in North-West Nigeria, their integration into educational administration remains limited, despite having a significant positive influence on student engagement. It was recommended that school administrators systematically integrate accessible digital platforms into routine administrative activities, provide regular digital-skills training, strengthen digital infrastructure and reduce financial barriers, and establish clear policies for digital communication that promote two-way interaction and student engagement.