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)

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. www.omotere.com 2
© 2010 Omotere Tope
Published By:
EgoBooster Books, Ogun State, Nigeria.
All rights reserved.

Identification No: 20070305022
File No: 2010122204
Project Classification: Psychology/Education.
This research project is right protected. You do not have the right to
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.
www.omotere.com
Office: EgoBooster, Shop 5, Kikelomo Shopping Complex, Ojuri B/S, Ijagun,

Ijebu-Ode, Ogun State.
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
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

omoteretope@gmail.com or 08077447220, 08074472654.
www.omotere.com
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

omoteretope@gmail.com or 08077447220, 08074472654.
www.omotere.com

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www.omotere.

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

LEADERSHIP BEHAVIOUR IN NIGERIA

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

Published Online By:

All rights reserved.

Office: EgoBooster, Shop 5, Kikelomo Shopping Complex, Ojuri B/S, Ijagun,

Omotere Tope attended Adeniran Ogunsanya College of Education, Otto-

With access to his online project database www.omotere.com, students in

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

Download these projects for Free! www.omotere.com

LEADERSHIP BEHAVIOUR IN NIGERIA

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

LEADERSHIP BEHAVIOUR IN NIGERIA

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

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

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

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

Positive leadership behaviour in a classroom situation are associated with

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

intervene only when things go wrong.

Thirdly, the Non-Leadership Construct, popularly known as 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

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

This research will therefore investigate the nature of students’

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

1.2 Statement of the Problem

Gender issue among school teachers leadership behaviour has

generated a lot of debate among educational administrators, school managers

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

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

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

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’