This study investigated the influence of principals’ goal setting and use of technological tools on the effectiveness of secondary schools in Ekiti State, Nigeria. The research aimed to assess the overall level of school effectiveness in the state and to determine the relationship between goal setting, technology usage, and school effectiveness. Adopting a descriptive survey design, the study sampled 54 public secondary schools and 594 teachers through a multistage sampling procedure across three senatorial districts. Data were collected using two researcher-designed instruments: the “Goal Setting and Use of Technological Tools Questionnaire (GSUTTQ)” and the “Secondary School Effectiveness Questionnaire (SSEQ).” The instruments were validated by experts in Educational Management and Test and Measurement, and their reliability was confirmed through the test-retest method, yielding coefficients of 0.82 and 0.83, respectively. Data analysis using Pearson Product Moment Correlation revealed a significant and strong positive relationship between principals’ goal setting and school effectiveness (r = 0.774, p < 0.05). Similarly, a moderate but significant relationship was found between the use of technological tools and school effectiveness (r = 0.496, p < 0.05). These findings suggest that clear goal-setting practices and the effective integration of technology by school leaders substantially contribute to enhanced school performance. The study concludes that strategic planning and technological adoption are vital components for improving the effectiveness of secondary schools. It recommends targeted training for principals in goal setting, investment in ICT infrastructure, and the organisation of capacity-building programmes to promote educational excellence across secondary schools in the state.
Keywords: Principal, Secondary Education, goal setting, school effectiveness, technology tools
