Gender of teachers as a predictor of instructional leadership model in public secondary school in Enugu state of Nigeria
Idoko Eberechukwu Joy Obetta, Shaibu Leonard, Ogechi Nnamani
The study determined gender of teachers as a predictor of instructional leadership models in public secondary schools in Enugu State, Nigeria. One research question was answered while one null hypothesis was tested at p ≤ 0.05 level of probability. The design was a correlation design. The population of the study is 4,516 teachers consisting of 1,407 males and 3,109 females in the public junior secondary schools in Enugu State. The sample for the study was 903. Proportionate stratified random sampling technique was used for the study. One instrument: Teachers’ Instructional Leadership Rating Scale (TILRS) was developed and used for the study. The TILRS, was face validated by three specialists in the field of study. Cronbach Alpha method was used to determine the internal consistency reliability of the items which yielded a reliability estimate of 0.81. The researcher administered the instrument with the help of six research assistants. Pearson Product Moment Correlation Coefficient (Pearson r) was used to answer the research questions one. Linear and multiple regressions analysis and t-test statistic were used to test the hypothesis at 0.05 level of probability. Results indicated that gender of teachers significantly predicted teachers’ instructional leadership models. It was recommended that Male and female teachers should be exposed to training on the extent gender can predict instructional leadership without discrimination, since evidence is that there is significant gender difference in gender factor as a predictor of teachers’ instructional leadership. Such exposure may also help both genders to adjust their emotional intelligence in instructional leadership.