Smart Basic Schools and Teaching-Learning Administration in Federal Capital Territory (FCT), Abuja, Nigeria

This study examined smart basic schools and teaching-learning administration in the Federal Capital Territory (FCT), Abuja, Nigeria. The study specifically investigated the influence of smart basic schools on teaching and learning processes and the challenges affecting the implementation of smart basic schools in FCT, Abuja. Two research questions guided the study. Descriptive survey research design was adopted for the study. The population of the study comprised administrators and teachers in selected smart basic schools in the FCT, Abuja. A sample size of 482 respondents made up of 146 school administrators and 336 teachers was used for the study. A structured questionnaire titled Smart Basic Schools Administration Questionnaire (SBSAQ) was used for data collection. The instrument was validated by experts in Educational Administration and Planning as well as Measurement and Evaluation. Cronbach Alpha reliability method was used to establish the reliability of the instrument, yielding a coefficient of 0.86. Mean and grand mean statistics were used to answer the research questions. Findings of the study revealed that smart basic schools positively influence teaching and learning through improved digital instruction, effective communication, access to educational resources, better classroom management, and enhanced students’ participation. The study also revealed that inadequate funding, poor electricity supply, inadequate ICT facilities, lack of trained personnel, poor internet connectivity, and weak policy implementation are major challenges affecting the implementation of smart basic schools in FCT, Abuja. The study concluded that smart basic schools are essential for improving the quality of basic education in Nigeria. The study recommended adequate funding, regular ICT training, provision of modern digital facilities, and effective implementation of ICT policies in schools.