Tansian University Journal of Arts, Management & Social Sciences

This study examined the relationship between secondary diversity and organizational innovativeness in private secondary schools in Rivers State, focusing on socioeconomic and educational background diversity in relation to process and structural innovation. A cross-sectional explanatory survey was conducted on a sample of 302 schools (906 managerial staff), drawn from 1,233 registered schools using Taro Yamane’s formula. Data were collected through validated questionnaires (Cronbach alpha = 0.704), with 805 copies retrieved, and analyzed using Spearman Rank Order in SPSS 22. Findings revealed a strong positive relationship between socioeconomic diversity and process innovation, a weak positive relationship between socioeconomic diversity and structural innovation, a strong positive relationship between educational background diversity and process innovation, and a relatively strong positive relationship between educational background diversity and structural innovation. The study concluded that leveraging educational and socioeconomic diversity enhances sustainable innovation and institutional growth. It recommended that school leaders form collaborative teams of staff with varied academic and professional backgrounds to drive innovation in teaching, administration, and curriculum delivery

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