An Assessment Of Principal’s Gender And Teachers’ Work Behaviours In Post-Primary Schools In Edo State

Project and Seminar Material for Education

An Assessment Of Principal’s Gender And Teachers’ Work Behaviours In Post-Primary Schools In Edo State


Chapter One


Introduction

1.1 Background Of The Study

The fundamental objective of every educational organization is for its pupils to achieve good academic achievement. This can not be accomplished without a positive working relationship between principals and instructors who will appropriately and devotedly teach and direct these children. Because the teacher is the primary implementer of the curriculum in the school, student performance is heavily influenced by the instructor’s actions and reactions, often known as the teacher’s work behavior. Teachers’ work behaviors are those actions, activities, and reactions of teachers in a school system while discharging their duties. To buttress his points, Ekundayo, H. T. (2010) also noted as expected behaviors of teachers: adaptability, attractive-personal appearance, breath of interest, carefulness, considerateness, cooperation, and dependability. He concluded that teachers should be positively motivated, knowledgeable, competent, dedicated and disciplined. He concluded that these five major parameters for measuring teachers’ work behaviors can only be determined under the close supervision of a principal or leader in the school system.

The principalship has been defined as the position held by the chief school leader, who takes decisions for the school and also influences the teachers to carry out duties that will lead to the achievement of the decisions taken. Some principals find it difficult to influence teachers in their duties in school. According to Emeghara (2007), some factors that hinder principals from influencing teachers’ work behaviors include; gender issues, exposure/experience, leadership style, and indiscipline. The recurring factor that seems to affect principals more is the issue of gender. An influence, affecting both the study of leadership and the practice of administration, has been the controversial proposition that men and women bring systematic differences to their leadership styles. It has been argued that, because of their early socialization processes, women have developed values and characteristics that result in leadership behaviour that is different from the traditional aggressive, competitive, and controlling leadership behaviour of men. Some authors contend that women typically bring to administrative positions an approach to leadership that is consistent with developmental, collaborative, and relationship-oriented behaviors. These behaviors are seen as more compatible than traditional male behaviors with the idealized view of leadership. Consequently, it is anticipated that women will be more effective administrator-leaders than men.Other theorists and researchers believe that there are no systematic gender-related differences in the leadership behaviors of men and women. They argue that, given an equivalent level of responsibility within an organization, women and men exhibit the same leadership behaviors. Any gender-related differences in leadership behaviors that might have been found by some researchers are ascribed to rater bias. Gender bias between the sexes exists in Nigeria. It has hindered and continues to hinder development generally. Such gender differences manifest in the following areas: dissemination, exclusion from development programmes, legal and customary barriers to owning properties, systematic violence against women, poor quotas on political appointments, and so on.

Female teachers are fast increasing in number and are ascending to the position of principalship. Emeghara (2007), outlining some factors that hinder principals from influencing teachers’ work behaviors, explained that female principals find it difficult to influence the behaviors of their autocratic male vice-principals and teachers, especially if such a principal is a laissez-faire leader, who uses fewer supervision strategies and allows everyone to take decisions by themselves. If such poor perceptions are noted in the school, it might be an evil wind that would do no one any good. This is because the performance of students, which is placed in the hands of teachers and principals, may be affected. Knowing that the performance of students depends highly on the teachers’ work behaviour and that no student can perform better when the teachers’ work behaviour is not positively influenced by their principal, the researchers therefore investigated teachers’ work behaviors with reference to the principal’s gender.


1.2 Statement Of The Problem

In the past, women were constrained by cultural practices and religious beliefs from being educated or holding public offices in Nigeria. Today, many women are educated and hold highly rated offices like Vice Chancellorships, Directors General, Ministerial positions, and the like. The era, prior to the Civil War in Nigeria, marked a period of teachers’ strong commitment and diligence to duties. That era appeared to be when principals of secondary schools were mainly males. Currently, things have changed. The number of male and female principals in Edo State is almost equal, while most female teachers are still fast ascending the ladder. It has been indicated that classroom teachers have generally abandoned their teaching responsibilities to other businesses; when they do teach, they do so halfheartedly. This has resorted to the challenge of raising half-baked students at the end of an academic year, thus perpetuating external examination failure. While the blame is apportioned to the difference in gender of the principal and their ability to supervise teacher behavior, this compelled the researcher to ask what impact female principals’ administration will have on teachers’ work behaviors in post primary schools in Edo State.


1.3 Objective Of The Study

The main focus of this study is to present an assessment of Principal’s Gender And Teachers’ Work Behaviours In Post-Primary Schools In Edo State. Specifically the study seeks to:

  1. Examine if teachers’ work behavior with reference to ensuring discipline in school and adequate supervision is different when under male or female principals’ administration.
  2. Ascertain if teachers’ work behaviour in reference to commitment to school functions and attendance to instructional duties is different when under male or female principals’ administration.
  3. Determine if teachers’ adherence to school rules and regulations is different when under male or female principals’ administration.

1.4 Research Hypothesis

The research is guided by the following hypothesis

  • HO1: There is no significant difference in male or female principals’ administration with reference to ensuring discipline in school and adequate supervision among teachers.
  • HO2: There is no significant difference in teachers’ commitment to school functions and attendance to instructional duties when under male or female principals’ administration.
  • HO3: There is no significant difference in teachers’ adherence to school rules and regulations when under male or female principals’ administration

1.5 Significance Of The Study

The findings of the study will most likely be useful to the Post Primary Schools Services Commission (PPSSC), the Public, the Administrators/Educational Planners, Researchers, Principals and Teachers as well as Students who are mostly considered in the education of any nation. The findings of this study will also be most useful to the principals and teachers of secondary because it will enable them to understand whether teachers’ work behavior are influenced by principal’s gender or not. If teachers’ work behavior are influenced by principal’s gender, it will enable these principals and teachers to promote improved teachers’ work behaviors in schools so as to achieve high school effectiveness. Finally the study will contribute empirically to the body of knowledge and serve as a reference material for both student and scholars who wishes to conduct further studies in relate field.


1.6 Scope Of The Study

The scope of this study borders on an assessment of Principal’s Gender And Teachers’ Work Behaviors In Post-Primary Schools. The study seeks to investigate if there will be any significance difference in female and male principal towards ensuring discipline, adequate supervision, influencing teachers commitment to their profession as well an initiate adherence to school rules and regulation. The study is however delimited to selected secondary schools in Esan Central Local government Area of Edo State.


1.7 Limitation Of The Study

This research project, like all human endeavors, had some challenges that threatened to derail the study’s completion. One of the reasons is that the time allotted for this work was so limited that the researcher did not have enough time to complete the task thoroughly. During data collection, the researcher also had to put forth extra effort to understand the respondents’ interview schedules, several of whom fell into the incomprehensible age group. Also, there were finance and transportation constraints to deal with. Insufficient funds tend to impede the efficiency of the researcher in sourcing the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, interview).


1.8 Definition Of Terms

Gender:

Gender is the range of characteristics pertaining to, and differentiating between, femininity and masculinity. Depending on the context, this may include sex-based social structures and gender identity.

Principal:

The school principal is the highest-ranking administrator in an elementary, middle, or high school. Principals typically report directly to the school superintendent or the education board. He is responsible to manage and spear heard the administration of the school affairs

Teachers:

A teacher (also called a schoolteacher or formally, an educator) is a person who helps students to acquire knowledge, competence or virtue.

Work Behavior:

Work Behavior refers to an activity that is performed to meet the objectives and requirements of a job. Work behaviors consist of observable (physical) and unobservable (mental) components, and can include the performance of one or more tasks.


Project Material Download

3,000 Naira


The complete material will be sent to you in just 2 steps.

Quick & Simple…


Step One Purchase

Make payment of ₦3,000: through USSD Transfer, Bank Mobile App, ATM Transfer, or POS Transfer to:

Access Bank Plc Account No.: 0811003731
Name: Samphina Academy
Account Type: Current

Or Click Here to pay with Debit Card

FOR CLIENTS OUTSIDE NIGERIA:

Click Here to pay with Debit Card ($15)


Step Two Purchase

Send the following details through Text Message or WhatsApp Messenger | 08143831497

  • Payment Details 
  • Email Address 
  • An Assessment Of Principal’s Gender And Teachers’ Work Behaviours In Post-Primary Schools In Edo State

The complete material will be sent to your email address after receiving your payment information | Terms and Conditions Apply


You may also like:


⚠️ Need a different topic? Perform a quick search


Follow us on Facebook                       Contact Our Help Desk

Follow us on Facebook

 Contact Our Help Desk



Want a discount?
Become a partner and you can always buy at a lower price

samphina.com.ng


You can leverage this opportunity and maximize your profit:

  1. If you are a student that needs a side income.
  2. If you own a business center near school (top notch)
  3. If you are a final year student
  4. If you are a course representative in your school
  5. If you assist students in getting research materials (top notch)

Click Here for More Details


An Assessment Of Principal’s Gender And Teachers’ Work Behaviours In Post-Primary Schools In Edo State

Disclaimer

This research material “An Assessment Of Principal’s Gender And Teachers’ Work Behaviours In Post-Primary Schools In Edo State” is for research purposes and should be used as a guide in developing your research project / seminar work. For no reason should you copy word for word (verbatim) as samphina.com.ng will not be liable for any who copied the material.

The aim of providing this material is to reduce the stress of moving from one school library to another all in the name of searching for research materials. This service is legal because, all institutions permit their students to read previous projects, books, articles or papers while developing their own works. According to Austin Kleon “All creative work builds on what came before”.

samphina.com.ng is only providing this material “An Assessment Of Principal’s Gender And Teachers’ Work Behaviours In Post-Primary Schools In Edo State” as a reference for your research. The paper should be used as a guide or framework for your own paper. The contents of this paper should be able to help you in generating new ideas and thoughts for your own research. Use it as a guidance purpose only.


How to defend your research work

This is a general guide on how to defend your research work:

1. Prepare For Questions:

If you are preparing for questions that may be asked during your defense, then your answers will flow smoothly and effectively. This will prove your knowledge on the subject e.g “An Assessment Of Principal’s Gender And Teachers’ Work Behaviours In Post-Primary Schools In Edo State“, and strengthening your argument. Ask friends and family, read your work for them to listen to your presentation, and write down questions. You may be lucky the panel will ask you those you have already prepared on.

2. Strong Summary:

Summarizing your chapters will help keep your audience focused because it is easy for a mind to drift, so providing summaries will ensure your panel will follow along, even if they lose focus for a brief moment. Visual aides, such as graphs and power-point presentations can be very helpful. If you are going to use these, make sure you will practice your presentation with them.

3. Be Confident in Your Research Work:

Not knowing your topic “An Assessment Of Principal’s Gender And Teachers’ Work Behaviours In Post-Primary Schools In Edo State” inside out will cause you to struggle and ultimately fail with your defense. You need to know the subject from every angle to ensure you are fully prepared for any question that may come your way.

4. Conclusion:

Reinforce your findings to conclude your defense. The finale of your presentation should focus on proving the work that has been done. You may need to recap on what has changed and remained unchanged, if is necessary.

5 . Listen:

Before you get defensive or recite a particular answer, make sure you truly understand the question being asked. Being a good listener is an important quality, because providing an inaccurate or off-topic answer will also weaken the validity of your paper.

Samphina Academy

Samphina Academy is an Online Educational Resources Center that is aimed at providing students with quality information and materials to aid them in succeeding in their academic pursuit.