APPOINTMENT OF PRINCIPALS IN SENIOR SECONDARY IN RIVERS STATE: THE GENDER PERSPECTIVE

Abstract

This study utilised a descriptive research design to examine the appointment of principals in senior secondary schools in Rivers State from a gender perspective. The research population consisted of 6,183 individuals, encompassing 320 principals and 5,833 teachers from 365 public senior secondary schools in Rivers State, along with 30 officials from the Rivers State Ministry of Education and Senior Secondary Schools Board. The sample size was determined using Taro Yamane's formula with a 95% confidence level and 0.05 margin of error, resulting in approximately 376 participants. Data collection was conducted through a structured questionnaire called the 'Appointment of Principals in Senior Secondary Questionnaire (APSSQ)', which utilised a four-point Likert scale ranging from 'Strongly Disagree' to 'Strongly Agree' to measure respondents' attitudes and perceptions regarding the research variables. The instrument's validity and its reliability were tested using Cronbach's Alpha analysis, which yielded a coefficient of 0.79, indicating high internal consistency and acceptable reliability. Of the 376 questionnaires distributed, 322 were completed and deemed valid for analysis, achieving a response rate of approximately 85.6%. Data analysis was performed using the Statistical Package for the Social Sciences (SPSS) Version 27.0. Descriptive statistics, including means and standard deviations, were employed to address the research questions, while inferential statistics through Independent t-tests were used to test hypotheses at a 0.05 significance level. Findings revealed that gender biases and patriarchal norms limit women's access to leadership positions in education, undermining equality and restricting competent leadership. The study concluded that there is a disparity in the appointment of principals in senior secondary schools in Rivers State. The study recommended, among others, that stakeholders should ensure that merit-based appointment criteria, gender-sensitivity workshops, and targeted leadership development programs  to promote gender equality.