1.1 Background to the Study
This study is set to investigate the students’ perception of female school teacher’s leadership behaviour and how this affects the teaching and 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 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 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 authocratic and unforgiven. 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 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 where 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 teaches 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:
- find out the pattern of the general perception of secondary school teachers towards their female teachers leadership behaviour
- 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 Questions
The researcher will answer the following questions:
- Is there any difference between religious affiliation of the students and their perception of female school teachers leadership behaviour?
- Is there any difference between peer group influence on the students and their perception of female school teachers’ leadership behaviour?
- Is there any difference between the school location of the students and their perception of female school teachers’ leadership behaviour
- Is there nay difference between family background of the students and their perception of female school teachers leadership behaviour?
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:
- it will provide valuable information on students perception of female school teachers leadership behaviour
- 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 centres 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
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.
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