DISRUPTIVE INNOVATIONINDICESANDINSTITUTIONALEFFECTIVENESSINPUBLICSECONDARYSCHOOLSINLAGOSSTATE,NIGERIA

Abstract

This paper investigated disruptive innovation indices and institutional effectiveness in public secondary schools
in Lagos State, Nigeria. The study employed correlational survey research design. The sample size for the study
was 2,944 respondents, comprising 2,693 teachers and 251 principals in the randomly selected secondary
schools in Lagos State. The research instruments used for collection of data were questionnaires. Three
research hypotheses guided the study. The data collected were analysed using mean, standard deviation and
Pearson Product Moment Correlation Coefficient at 0.05 level of significance. The findings revealed that: there
was a significant relationship between disruptive innovation acceptability and institutional effectiveness in
Lagos State public secondary schools; positive, but insignificant relationship existed between disruptive
innovation accessibility and institutional effectiveness in Lagos State public secondary schools; and there was a
significant relationship between disruptive innovation sustainability and institutional effectiveness in Lagos
State public secondary schools. It was concluded based on the findings of the study that there was correlation
between disruptive innovation indices and institutional effectiveness in public secondary schools in Lagos State,
Nigeria. The study recommended, among others, that government should provide necessary innovative
technology which can aid institutional effectiveness for use in secondary schools; and teachers and principals
should always adopt innovative practices in the course of carrying out their duties in secondary schools.