Digital Technologies and Secondary School Management Efficiency: The Role of Communication Tools and Learning Management Systems
Abstract
The growing digitalisation of education has expanded the role of technology beyond classroom instruction to the management and governance of schools. Digital communication tools and Learning Management Systems (LMS), in particular, offer opportunities for improving information flow, stakeholder coordination, administrative processes and data-informed decision-making. Yet, the extent to which these technologies translate into management efficiency remains context-dependent, especially in resource-constrained educational systems where connectivity, digital competence and institutional readiness remain uneven. This study examined the relationship between digital technologies and secondary school management efficiency, focusing specifically on digital communication tools and LMS. The empirical investigation was conducted in selected secondary schools in Buea Municipality, South West Region of Cameroon. The analyses drew on a teacher dataset (N = 254) and a separate administrator dataset (N = 20). Data were collected using structured questionnaires containing closed- and open-ended items and analysed using descriptive statistics, Spearman's rank-order correlation and qualitative thematic categorisation of recurrent open-ended responses. Findings showed that digital communication tools were positively and significantly associated with management efficiency among teachers (rs = .511, p < .001) and administrators (rs = .630, p < .001). LMS adoption showed stronger positive relationships with management efficiency among teachers (rs = .721, p < .001) and administrators (rs = .761, p < .001). Respondents associated these technologies with improved communication, coordination, planning, monitoring, stakeholder interaction and reduced dependence on manual processes. However, unreliable connectivity, inadequate access to devices, unstable electricity supply, limited digital competence and insufficient LMS training constrained effective use. The study concludes that digital technologies can strengthen secondary school management efficiency when technological availability is accompanied by user competence, institutional support and purposeful integration into routine management practices.
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