Digital Technology in School Administration: An Exploratory Study from Ghana's Kpone-Katamanso Municipal District

Aaron Adjei; Evans Kwashie Kagbetor; Grace Damengua; Light Zaglago

doi:10.53103/cjess.v5i6.426

Authors

Aaron Adjei Central University, Ghana
Evans Kwashie Kagbetor Maranatha University College, Ghana
Grace Damengua Ghana Education Service, Ghana
Light Zaglago Bedfordshire University, UK

DOI:

https://doi.org/10.53103/cjess.v5i6.426

Keywords:

School Administration, Digital Technologies, Operational Efficiency, Student Information Systems, Record Keeping, Scheduling; Data Quality, Coordination, Ghana, Developing Countries, TOE, TAM, Phenomenology, Public Schools

Abstract

This study examines how digital technologies influence operational efficiency in public school administration within Kpone-Katamanso Municipal, Ghana. Guided by an interpretivist, phenomenological design, semi-structured interviews were conducted with 12 purposively selected administrators directly involved in record-keeping, communication, and scheduling. The research asked how the adoption of digital tools affects the speed, accuracy and coordination of routine administrative tasks. Findings indicate that centralised student‑information systems, asynchronous messaging and shared scheduling tools compress lead times, reduce data errors and improve cross‑role coordination. Reported gains were contingent on reliable connectivity and power, consistent platform uses and light‑touch governance (role‑based access, basic change logging, periodic data‑quality checks). The study recommends phased investment in integrated platforms, practice‑centred coaching and simple governance routines, and outlines indicators schools can use to track gains. Limitations include reliance on self-reported perceptions and a single-district focus; future work should triangulate with system logs and time-and-motion data.

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