TEACHERS’ GENDER AND TALENT DIVERSITY MANAGEMENT FOR SERVICE DELIVERY IN PUBLIC SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA
Abstract
The study examined the management of teachers’ diversities for service delivery in public secondary schools in Rivers State. The research design was the descriptive survey. Two research questions and two hypotheses guided the study. Weighted mean score, standard deviation, and criterion mean were used to answer the research questions while z-test was used to test the null hypotheses at 0.05 level of significance. Theory of X and Y propounded by Douglas McGregor in 1960, and the Need Achievement theory propounded by David C. McClelland in 1961 were the theoretical frameworks for the study. The population of the study covered all 268 public secondary schools in Rivers State. The population of the study included all 268 principals in all 268 public secondary schools in Rivers State. There were 153 male and 115 female principals. Also, there were 62 urban and 206 rural secondary school principals. The sample for the study was 160 principals from the 268 public secondary school principals in Rivers State. This sample represented 60% of the population. The sampling technique adopted for the study was the proportionate stratified random sampling technique. The instrument for data collection was a self-designed questionnaire titled ‘Management of Teachers’ Diversities for Service Delivery Questionnaire’ (MTDSDQ). The questionnaire had 10 items. The reliability coefficient of the instrument was established using Cronbach alpha statistics. The reliability coefficient obtained was 0.81. The findings of this study showed that the respondents agreed that the ways gender diversity existing amongst public secondary school teachers are managed for service delivery in Rivers State include; equality in the rewards of male and female teachers without gender discrimination, maintenance of a policy that female teachers must be represented in every committee in the school and ensuring that female teachers are always assigned to head welfare committees. It was recommended amongst others that government should formulate policies that would ensure that teacher recruitment exercises foster the existence of diversities.
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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2612
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