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Journal of Educational Leadership in Action

Abstract

This study determined the level of female teachers’ effectiveness in primary and secondary schools and specific factors related to the effectiveness of female teachers in southwestern Nigeria. The teacher effectiveness rating scale was used in gathering data on a sample of 2,400 female teachers in selected Nigerian primary and secondary schools. The analysis of data shows that a high percentage (78.3%) of the teachers were effective. More specifically, 81.4% of the primary school female teachers were effective, while 75.1% of the secondary school female teachers were effective. The difference in effectiveness was found to be statistically significant (t =4.93, p<0.05). Workload and multiple role performance were found to have a significant relationship with female teachers’ effectiveness (χ2 =30.49, p<0.05 and χ2 = 31.52, p<0.05 respectively), while schedule of duty and status at work had no significant relationship with female teachers’ effectiveness (χ2 =21.37, p>0.05 and χ2 = 15.49, p>0.05 respectively). Recommendations were made on improving the effectiveness of female teachers by assigning light teaching periods that would allow attention for other non-teaching duties, as well as development of skills and access to counseling interventions to ameliorate challenges that may affect their performance at work.

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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