student perception of their female school teachers' leadership behaviour in nigeria

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STUDENTS’

PERCEPTION OF

FEMALE SCHOOL

TEACHER

LEADERSHIP

BEHAVIOUR IN

NIGERIA

Omotere Tope, N.C.E., B.A. (Ed)

© 2010. www.omotere.com 2

STUDENTS’ PERCEPTION OF FEMALE SCHOOL TEACHER

LEADERSHIP BEHAVIOUR IN NIGERIA

BY

OMOTERE TOPE

N.C.E., B.A. (Ed).

October, 2010

Published Online By: EgoBooster Books


© 2010 Omotere Tope

Published By:

EgoBooster Books, Ogun State, Nigeria.

All rights reserved.

Identification No: 20070305022

File No: 2010122204

Project Classification: Psychology/Education.

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modify the content, copy or reprint it. Any attempt to reproduce this

book by any means (photocopy or storage in CDs) is prohibited.

Student researchers using/citing this project should acknowledge it at

their footnotes, endnotes, bibliography or references.

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ABOUT THE AUTHOR

Omotere Tope

www.omotere.com

Omotere Tope attended Adeniran Ogunsanya College of Education, Otto-Ijanikin, Lagos from 2002 to 2006 (N.C.E. in History/Christian Religious Studies) and holds a B.A. (Ed) in History and Diplomatic Studies from Tai Solarin University of Education, Ijagun, Ijebu-Ode, Ogun State. He has undergone training at the United States Institute of Peace (Online Program) with a certificate of course completion in Conflict Analysis. He is an online publisher. He conducts researches (both online and offline) to produce academic works that students can use for their long essays, theses and dissertations. With access to his online project database www.omotere.com, students in Colleges of Education, Polytechnics and Universities can download full texts of related works prepared by Omotere Tope and other researchers. This will enable them to read literature reviews, check for empirical evidences from data analysis and understand the methodology used.


Other Project Topics

This project (Student’s Perception) is classified under Education. Other related

topics are:

1. The Challenges Affecting the Implementation of Universal Basic Education in

Nigeria (written by Omotere Adunola )

2. Correlation of Primary Pupils Academic Achievement in English Language and

Social Studies in Nigeria.

3. Age, Sex and Test Anxiety as a Predictor of Examination Malpractices Among

Secondary School Students.

4. Effectiveness of Career Salience in Fostering Realistic Choice of Career

Among In-School Adolescents in Nigeria.

5. A Comparative Study of Some Teaching Methods and Its Effects on the

Academic Performance of Pupils in Nursery and Primary Schools (written

by Omotere Adunola)

6. The Influence of Environmental Factors on Choice of Career Among

Secondary School Students

7. The Effects of Study Habit on the Academic Performance of Students in

Secondary Schools Nigeria

8. Influence of Peer Group Pressure on Adolescents Academic Performance

in Nigerian Schools

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ABSTRACT

This study focused on the factors that make students to see their

female teachers’ leadership behavior differently from their male

counterparts in school. Descriptive research design was adopted in

carrying out the study. A random sampling technique was used to

select four secondary schools used in the study. Questionnaire was

developed to collect data. The data collected was analyzed using the

simple percentage method. The findings of this study revealed that

factors such as religious affiliation of the student, peer group

influence, school location and family background account for the

reasons why students’ perceive their female school teachers’ either

positively or negatively. This research recommends that school

female teachers should adopt a democratic leadership style to bring

about smooth learning experience among the students’.


TABLE OF CONTENTS

PAGE Title page i CHAPTER ONE 1.1 Background to the Study

1 1.2 Statement of the Study

4 1.3 Purpose of the Study

4 1.4 Research Questions

5 1.5 Research Hypotheses

6 1.6 Significance of the Study

6 1.7 Scope and Delimitation

7 1.8 Operational Definition of Terms. CHAPTER TWO 2.0 Theoretical Framework

9 2.1 Gender and Discrimination Among Students 9 2.2 Female Teachers Leadership Style

12 2.3 Female teachers Leadership Style and Academic 17

Performance of the Students’


2.4 Organizational Commitment of Female School Teachers and Job Satisfaction 18

2.5 Appraisal of Literature 21 CHAPTER THREE 3.0 Research Methodology 23 3.1 Research Design

23 3.2 Population of the Study

23 3.3 Sample and Sampling Procedure

24 3.4 Instrumentation of Data Collection

24 3.5 Procedure of Administration

25 3.6 Method of Data Analysis

25 CHAPTER FOUR 4.0 Results and Summary of Findings 26 4.1 Answers to Research Questions and Testing

of Hypotheses 26 4.2 Summary of Findings

32 CHAPTER FIVE 5.0 Summary, Conclusion, Recommendation and Suggestions for Further Studies 35


5.1 Summary of Findings 35

5.2 Conclusion 36

5.3 Recommendations 36

5.4 Suggestions for Further Study 37

REFERENCES 38 APPENDICES 41


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CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

This study is set to investigate students’ perception of female school

teacher’s leadership behaviour and how this affects teaching-learning

process. The importance of leadership behaviour in school administration

cannot be over-looked given the background that it determines the extent to

which a school goal and objectives can be achieved. Thus, the female school

teachers’ leadership behaviour influences both the students and other

teachers through her leadership style. A female teacher is exposed to three

types of leadership style: Authoritarian Leadership Style, Democratic

Leadership Style and lastly, the Laissez Faire leadership style (Falodun,

2003). The leadership style adopted by the female school teacher often


determines the perception which the students will have about her and other

female teachers.

For instance, if a female heads the school as the principal and adopts

the authoritarian leadership style, this will invariably influence the

perception of the students that female principals are autocratic and

unforgiving. Olaleye (2008) contents that leadership behaviour of the school

principal, either male or female, contributes to a range of perception which

the students have about their teachers.

Research on leadership behaviour of female school teachers has for

long being of interest to educational manager and evaluation experts. To

some authorities, leadership behaviour is important because it directly affect

the school learning culture; others have argued that the female teachers are

in a unique position to enhance the teaching-learning process. Adetona

(2003) noted that the task of any female school teacher is to produce well

educated boys and girls through effective teaching and learning process.

Positive leadership behaviour in a classroom situation are associated with


higher students’ motivation, good academic performance, and improved

attitudes of the students towards their female teachers.

A significant challenge for female school teachers today is to identify

the students’ need and the type of leadership model to be employed in

transforming the students. The leadership model developed by Bass and

Avolio (1997) identified three leadership behaviours. First is the

Transformational Leadership Behaviour and can be identified by certain

behaviour which includes inspirational motivation, intellectual stimulation,

and individualized consideration. Secondly,

The Transactional Leadership behaviour which can also be identified

with exchange of rewards for meeting agreed upon objectives. This

leadership behaviour monitors the students to ensure mistakes are not made

but allows group work among the students. In this case, the female teachers

intervene only when things go wrong.

Thirdly, the Non-Leadership Construct, popularly known as the

Laissez Faire leadership behaviour often occur when the female teacher

leaves the students to their own devices as well as giving them no direction.


Empirical research evidence shows that students’ perception of their

female school teachers emanates from the leadership model employed by the

teacher. Again students’ perception of their female teacher is found to be a

stereotyped one (Adebowale, 2007). It follows that it is not only the

leadership behaviour of the female school teachers that form the perception

of the students but also certain factors which include the societal view of a

female teacher; the religious contention of the role of a female; peer

perception about girls and even, the values a family holds about the girl

child.

This research will therefore investigate the nature of students’

perception of their female teachers, how these perceptions are formed; and

the adverse effect of these perceptions held on the students’ academic

performance.

1.2 Statement of the Problem

Gender issue among school teachers leadership behaviour has

generated a lot of debate among educational administrators, school managers

and even among the teachers themselves. Ifedili (2004) posit that students


too have their own views about the leadership behaviour of both their female

teachers and their male counterparts. While some students prefer a male

teacher, others love to be taught by a female teacher. Adeyanju (1995)

agreed that no matter how qualified or loving a female teacher might be,

students assume that their leadership behaviour is based upon emotional

toughness and takes things personal.

1.3 Purpose of the Study

The purpose of this research work is to:

(i) find out the pattern of the general perception of secondary

school teachers towards their female teachers leadership

behaviour

(ii) find out if their perception may depend on such factors as peer

group, sex, age , family background, religious affiliation and

school location.


1.4 Research Question

The researcher will answer the following questions:

(i) Is there any difference between religious affiliation of the

students and their perception of female school teachers’

leadership behaviour?

(ii) Is there any difference between peer group influence on the



(iii) Is there any difference between the school location of the



(iv) Is there any difference between family background of the




1.5 Research Hypotheses

HO1There is no significant difference between religious affiliation of

students and their perception of female school teachers’ leadership

behaviour

HO2 There is no significant difference between peer group influence on the

students and their perception of female school teachers’ leadership

behaviour

HO3 There is no significant difference between the school location of the

students and their perception of female school teachers

HO4 There is no significant relationship between family background of the

students and their perception of female schools teachers’ leadership

behaviour

1.6 Significance of the Study

This study is important because:

(i) it will provide valuable information on students perception of

female school teachers leadership behaviour


(ii) It will serve as resource material for others who wants to carry

out research in related research areas.

1.7 Scope and Delimitation

This study focuses on students’ perception of female school teachers’

leadership behaviour. It is aimed at all secondary school in Ijebu Ode Local

Government Area of Ogun State but because of time, money and other

factors, it will be limited to only four schools in Ijebu Ode Local

government Area of Ogun State.

1.8 Operational Definition of Terms

Student: Student is a person who is learning at secondary school

Perception: Perception is a belief or opinion, often held by many people and

base on appearances

School: The school is a place where children or students go to be formally

educated

Teacher: A teacher is someone that impact knowledge into the students


Female Teacher: A female teacher is a legal entity or an individual who is

trained in the art and science of teaching and has obtained an educational

certificate for such purpose

Leadership: Leadership entails the set of characteristics that make a good

leader

Behaviour: Behaviour means how a particular person relates or behaves in

relationship to others.

Leadership Behaviour: Leadership behavior refers to how a leader

structures the organization which he/she leads using the leadership model

that works.


BUY THE COMPLETE PROJECT

PRICE: N2000

Cash Deposit

Bank: Guaranty Trust Bank

Account Name: Omotere Tope

Account No: 904-466083-1-59-0

Send your payment details (Name, e-Mail and Phone Number) to

[email protected] or 08077447220, 08074472654.

www.omotere.com

student perception of their female school teachers' leadership behaviour in nigeria

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