Managing Educational Innovations Strategies for Sustainability of Public Secondary Schools in Calabar Education Zone of Cross River State, Nigeria

This study examined the influence of educational innovation strategies on the sustainability of public secondary schools in Calabar Education Zone of Cross River State, Nigeria. The study adopted a descriptive survey research design. The population comprised 2,486 respondents, consisting of 97 principals and 2,389 teachers from public secondary schools in the study area. A stratified random sampling technique was used to select 400 respondents, while 385 properly completed questionnaires were retrieved and analyzed. Data were collected using two researcher-developed instruments titled Educational Innovation Strategies Scale (EISS) and Public Secondary School Sustainability Scale (PSSSS). The instruments were validated by three experts in Educational Management, Measurement and Evaluation, and Curriculum Studies, while reliability coefficients of 0.86 and 0.89 were obtained using Cronbach’s Alpha for EISS and PSSSS respectively. Data were analyzed using mean and standard deviation to answer the research questions, with a criterion mean of 2.50 adopted for decision-making. The findings revealed that respondents strongly disagreed that pedagogical innovation strategy, technological innovation strategy, and organisational innovation strategy significantly influence the sustainability of public secondary schools in Calabar Education Zone of Cross River State, Nigeria. The study concluded that educational innovation strategies have not been effectively implemented to enhance sustainable development of public secondary schools. It was recommended, among others, that school administrators should strengthen professional development programmes, improve technological infrastructure, and promote innovative organisational practices to enhance the sustainability of public secondary schools.