A Comparative Analysis of Gender Effectiveness in Public and Private Secondary Schools Teachers’ in Oredo Local Government of Edo State Nigeria

Abstract

The study was undertaken to compare teacher's level of effectiveness in public and private secondary schools in Oredo Local Government Area of Edo State. Two hypotheses were formulated for the study and the reviewed literature covered all the variables of interest. The study was hinged on the ex-post-facto research design. A special instrument known at the Teachers Gender Performance Evaluation Report Card (TGPERC) was developed to generate the needed data. Schools from where the teachers were selected were chosen via convenience sampling techniques. The data collected were analyzed using the t-test statistics for independent sample and all hypotheses tested at 0.05 level of significance. The result of the analysis revealed that the public and private school teachers have different levels of effectiveness in Oredo Local Government Area of Edo State. Nigeria.

Principal’s Participatory Leadership Approaches: An Effective Tool for Teacher Effectiveness in Fako Division, Cameroon

“…The findings revealed a significant relationship between principal's participatory decision-making and teacher effectiveness. This result was in consonance with the findings of Omobude and Igbudu (2012), and other scholars, who discovered how much involvement teachers have in school decisions affects how well they do their jobs. (Omobude et al, 2012;Uthman & Kassim, 2016;and Tijani, 2019).…”

“…This result was in consonance with the findings of Omobude and Igbudu (2012), and other scholars, who discovered how much involvement teachers have in school decisions affects how well they do their jobs. (Omobude et al, 2012;Uthman & Kassim, 2016;and Tijani, 2019). In a similar vein, the results supported Remigius's (2013) and other researchers' findings that involvement in decision-making affects teachers' performance on the job.…”

“…In secondary schools, teachers who actively participated in decision-making outperform those who did not or participated less. These findings confirmed that as a result of their perception of themselves as members of the school administration who are committed to their institution's success, teachers work harder to achieve goals and objectives of their institutions the more decision-making power they have (Olorunsola & Olayemi, 2011;Omobude et al, 2012;Remigius, 2013). The outcomes are in line with the findings of Udo and Akpa (2007), who claimed that where teachers are sufficiently involved in decision-making processes, there will be commitment and adequate support with the principal and the realization of school goals will be easy, apathy and opposition within the school will be minimized.…”

Impact of School Management Teams on Educator Job Satisfaction

“…making is a process of continuous choices, concerning what needs to be done to solve or prevent problems. Educators are at the forefront of a school and are aware of the difficulties that the school faces (Omobude & Igbudu, 2012). Therefore, the SMTs need to make use of participatory decision making, which contributes to educator motivation to achieve the school goals.…”