Administrative Techniques for Promoting Sustainable Development Goal 4 in Public Secondary Schools in Rivers State

This study examined administrative techniques for promoting Sustainable Development Goal 4 (SDG 4) in public secondary schools in Rivers State. The study adopted a descriptive survey research design, with a population of 302 principals and 6,557 teachers. A sample of 242 principals and 328 teachers were selected using multistage sampling techniques. Data were collected using a self-constructed and validated questionnaire titled Administrative Techniques for Promoting SDG 4 Questionnaire (ATPSDG4Q), with a Cronbach alpha reliability coefficient of 0.79. Mean, standard deviation, and independent sample t-test were used for data analysis. The findings revealed that instructional leadership techniques, resource mobilization techniques, and stakeholder engagement techniques were each applied to a low extent, with grand means of 2.39, 2.26, and 2.18 respectively, all falling below the criterion mean of 2.50. Furthermore, there were no significant differences in the mean ratings of principals and teachers across all three technique dimensions. The study concluded that administrative techniques remain inadequately deployed in public secondary schools in Rivers State to advance SDG 4. It is recommended that the Rivers State Ministry of Education develop a comprehensive SDG 4 implementation framework; that principals receive continuous training in instructional leadership; that schools establish structured mechanisms for community and stakeholder engagement; and that adequate and equitable resource allocation be prioritized to support quality inclusive education across all public secondary schools in the state.