PRINCIPALS’ MANAGEMENT OF DISRUPTIVE INNOVATIONS IN LESSON PLANNING AND DELIVERY FOR TEACHING IN PUBLIC SECONDARY SCHOOLS IN DELTA STATE

Abstract

This study investigated principals’ management of disruptive innovations in areas of lesson planning and delivery for teaching in public secondary schools in Delta State. Two research questions and two hypotheses were answered and tested respectively. The descriptive survey research design was adopted. The population was made up of 906 principals from senior and junior secondary schools in Delta State. The stratified random sampling technique was used to draw the sample size of 200 principals representing 22.1%. The questionnaire titled “Principals’ Management of Disruptive Innovations Questionnaire” (PMDIQ) was used for data collection. A reliability coefficient of 0.79 was obtained using Cronbach Alpha Statistics Mean and Weighed mean were used to answer the research questions while z test was used to test the hypotheses at a 0.05 level of significance. The study reveals that early inspection of lesson, and veteran knowledge, adequate provision of instructional materials, choice of teachers with good skills, better classroom management are ways of managing disruptive innovations in areas of lesson planning and delivery in public secondary schools in Delta State. The study recommends that the government and principals should ensure the adequate allocation of resources for the conduct of training for the usage of disruptive innovations, improvement of school plant maintenance, and aligning disruptive innovation with the right level of students and the willingness to take the risk of implementing these disruptive innovations with the aim of departing from moribund practices, and embarrassing 21st century lesson delivery practices.