ABSTRACT
This study investigated student perception of female teachers leadership behaviour in selected secondary schools in Abeokuta Metropolis. In carrying out the study, five research questions were asked. The participants for the study consisted of 40 senior secondary students randomly selected from 4 randomly selected secondary schools in Abeokuta metropolis of Ogun State. The instrument used for data collection was a self developed questionnaire. The data collected were analysed using t-test statistical method. The results were held significant at 0.05. The results showed that:
1) There is no significant difference between students religions affiliations and their perception of female teachers leadership behaviour (t = 1.69; df = 38; P> 0.05).
2) There is no significant difference in students perception of female teachers leadership behavior as a result of peer group influence (t = 1.72; df = 38; P> 0.05).
3) There is no significant difference in student perception of female teachers leadership behavior as a result of school location (t = 3.15; df = 38; P> 0.05)
4) There is no significant difference in students perception of female teachers leadership behaviour as a result of family background (t = 8.36; df = 38; P > 0.05)
5) There is no significant difference between male and female teachers leadership behaviour (t = 1.88; df = 38; P> 0.05).
CHAPTER ONE
1.1 BACKGROUND OF THE STUDY
The importance of leadership behaviour in school administration cannot be 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 concord leadership style. A female teacher is exposed to three types of leadership style.
– Authomatative leadership style
– Democratic leadership style
– Laissez faire leadership style
Laissez fare adopted by the female school teacher determine the perception which the students will have about her and other female teacher for instance, if a female leads the school as the principal and adopts the authoritarian leadership style, this will invariably influence the perception of the student’s that female principal 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 behavior of female school teachers has for ling 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 argues 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 through effective teaching and learning process. Position leadership behaviour in a class room situation are associated with higher student’s motivating good academic performance and improved altitudes of the students towards their female teachers. Significant challenge for female school teachers toady is to identify the student’s need and the type of leadership to be employed in transforming the students. The leadership model developed by Bass and Avolo (1997) identified three leadership behaviours.
First is the transformational leadership behaviours 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 make but allows group work among the students. In this case, the female teachers intervene only when things got wrong.
Thirdly, the non-leadership construct, popularly knows as the laissez faire leadership behaviour often occurs when the female teacher leaves the students to their own devices as well as giving them no education.
Empirical research evidence shows that student’s perception of their female school teachers.
(Adebowale, 2007), it follows that it is not only the leadership behavior of the female school teachers that influence the perception of the student’s but also certain factors which include the societal view of a female teacher; the religions 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 student’s perception of their female teachers, how these perceptions held on the student’s academic performance.
1.2 STATEMENT OF THE PROBLEM
Gender issues among school teachers leadership behaviour has generated a lot of debate among educational administrators, school managers and even among the teachers themselves. Students to have their own views about their female teachers and their male counterparts while some students prefer a male teacher, others live to be taught by a female teacher.
Adeyanju (1995) agreed that not malted him qualified in living a female teacher might be, student assume that then leadership behaviour is based upon emotional highness and takes things personal.
1.3 PURPOSE OF THE RESEARCH
The purpose of their research work is to:
1) Find out the pattern of the general perception of secondary school student their female teachers leadership behaviour.
2) Find out if their perception may depend in such factors as peer group, sex, age, family background and religions affixation and school location.
1.4 RESEARCH QUESTIONS
The research will answer the following question
1) Is there any difference between religions affiliation of the students and their perception of female school teachers leadership behavior?
2) Is there any difference between peer group influence on the students and their perception of female school teachers leadership behaviour?
3) Is their any difference between the school location of the students and their perception of female school teachers leadership behavior?
4) Is their any difference between the family background of the students and their perception of female’s school teachers leadership behavior?
5) Is their any deference between the sexes of the student and their perception of female school teachers leadership behaviour.
1.5 SIGNIFICANCE OF THE STUDY
This is study is important because
i) It will provide valuable information on students perception of female school teachers leadership behaviour.
ii) It will serves as resources material for others who want to carry out research in related research areas.
1.6 SCOPE AND DELIMITATION
This study focuses on student’s perception of female school teachers leadership behavior. It is armed at secondary school in Abeokuta Metropolis., Ogun State but because of time, money and other factors, it will be limited to any for schools (two public schools and two privately armed schools) in Abeokuta, Ogun State.
1.7 DEFINITION OF TERMS
Perception:- Perception is a belief on opinion often held by many people and base in appearance.
Female Teacher:- A female teacher is a legal entity or and individuals who is beamed in a 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 believes in relationship to others.
Leadership behaviour:- Leadership behaviour refers to how a leader structures the organisator when he/she leads using the leadership model that works.
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