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.
Research Article
© 2022 Anho et al.
This is an open access article licensed under the Creative Commons
Attribution-NonCommercial 4.0 International License
(https://creativecommons.org/licenses/by-nc/4.0/)
Received: 23 September 2021 / Accepted: 8 June 2022 / Published: 5 July 2022
Gender Variables and Management of Human Resources among Public
Secondary School Principals in Delta State, Nigeria
Joseph Efe Anho
1
Januarius Ojaibor Okorugbo
2
Mary Erhire Ojabunor
3
Rose Okiemute Anho
2
1
PhD,Department of Educational Management & Foundations,
Delta State University, Abraka, Nigeria
2
Department of Educational Management & Foundations,
Delta State University, Abraka, Nigeria
3
College of Education, Edjeba Road,
Edjeba 332104, Warri, Nigeria
DOI: https://doi.org/10.36941/jesr-2022-0106
Abstract
This research principally examined gender variables and human resources management among male and
female public secondary school principals in Delta State, Nigeria. The study was based on descriptive survey
method which adopted the ex-post facto design. The population comprise 9361 teachers drawn from the 466
public secondary schools in Delta State. 936 teachers, representing 10% of the teachers, was the sample size
using stratified random sampling technique with consideration to local government areas and senatorial
districts in Delta State. The main instrument used, was a self, constructed questionnaire titled “gender
variables and secondary school principals’ human resources management questionnaire (GVSSPHRMQ).
The face and content validity was ascertained. The researchers employed the services of four well instructed
field assistants to facilitate the process of data distribution and retrieval. Out of the 936 questionnaire
administered, 934 were returned correctly filled. The data were analysed using descriptive statistics of mean
scores and standard deviation for the research questions, while the t-test statistical tool was used to test the
stated hypotheses at 0.05 level of significance. The acceptance and rejection bench mark for the mean was; 0-
2.50 and 0-2.49 respectively. The findings which emerged include; the extent of some indices of gender
variables on effective human resource management, among male and female public secondary school
principals in Delta State and there was no significant difference between male and female secondary school
principals’ views on the administrative task areas, and that gender variables influence in the management of
human resources among public secondary school principals in Delta State, Nigeria.
Keywords: Human Resources; Gender Variables; Management; Stereotyping; Cultural Differentiation
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1. Introduction
The success of a school administrator depends on his ability to discharge, and use judiciously his
managerial functions. There are speculations and findings that lack of adequate managerial skills of
many secondary school principals due to gender jeopardize their administrative effectiveness with
consequences on teachers’ commitment in general.
The indices of effective school management can be said to be; good communication, availability
of needed human, physical and financial resources, efficient community relations, sound discipline
among staff and students, and transformation of financial and personnel resources. This paper
focuses on influence of gender variables on human resources management.
Government appointments of principals of secondary schools are not to be based on gender, but
on administrative competence and experiences. Thus, principal can be posted to school based on his
position and experiences. However, a look at the schools shows more male principals than females
Egbuson (2020) why is this so? Are the female teachers not capable, experience or competent?
According to Thomas and Inkson (2004) selection of women as leaders is hindered in favour of men,
as leadership behaviour were more positively attributed to male.
The management of public secondary schools in Delta State, Nigeria in recent times, has
remained questionable, because of public outcry of poor academic output of students, while several
people attributed this to weak school administrators in different task areas, evidence abound of poor
management of infrastructure, teacher’s poor attitude arising from poor administration of principals -
nagging, and non-involvement of teachers in decision-making. In some quarters, it is blamed on
misdemeanour among staff and student’s unrest, continuous rancour and illegal activities like;
embezzlement of funds and cheating. How do we account for these malfeasances of secondary school
principals? What would be responsible for the happenings? could these be attributed to gender issues
of the school principals?
Gender is described as the behavioural disposition between males and female. It is the
differentiation in roles between men and women which is different from sex. There are contrasting
views over which gender performs better in the management of things in the society. This work seeks
to contribute in resolving this controversy as it affects principals’ performance in the management of
secondary schools’ human resources.
For qualitative education to be achieved in a nation, in respective of gender of the school
administrator, the personnel (human resources) must be cooperatively, efficiently and effectively
organized, supervised and coordinated. Onyeonoru (2005). Human resources management in
secondary schools refers to the effective and judicious utilization of available personnel, for goal
achievement and quality output. This is fundamental because human resources are important and
pivotal to staff commitment and productivity in students’ academic performance.
Consequently, HRM refer to efforts put in place by principals to ensure available personnel,
finance and materials required, and how they are properly provided, allocated, maintained and
sustained to achieve the purpose of establishing schools. Hence, Griffin, (1993),sees human resource
as one of the organisation basic resources which the management uses to achieve organisation’s
goals. Human resources are people, school principal use for the achievement of goals. Since people
are the bases for achievement of objectives, their importance in the school system is of great concern.
From the works of Okobia (2003), Anho and Odia (2009), female education is reported to suffer
much neglect, as it is never emphasized as that of male. This backwardness and neglect is attributed
to social, religious and geographical factors. A sense of awareness is on-going to awaken women’s
desire and needs to be in positions of responsibilities like their male counterparts. Accounting for
women’s neglect, Anho and Odia (2009), assertion is gender issues and characteristics are used as
excuses to discriminate the girl child from being involved actively in various education programmes
meant for every citizen of Nigeria hence various researches such as Okeke (1993), Aziza (1996)
Mavanji (2000), Okobia (2003) Ojaiko (2003) indicate girls/women are educationally
underrepresented and disadvantaged in most states of Nigeria.
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2. Statement of the Problem
Education with its lofty importance cannot be used to achieve national development if secondary
education is not effectively managed; it is known to serve as a binding wire to primary through higher
levels of education. In the administration of secondary schools, the principal is central. The persistent
problem of students rioting, non-cooperative attitude from teachers, as well as fraud, or poor
utilization of funds have been linked to inability of some school administrators. Some people
attribute such inability to gender variables; while some think female administrators perform better,
others think male administrators are better off. That is, none actualization of goals and objectives are
most times linked to gender differences among school administrators.
This trend has been an issue of great concern, not only to the ministry of education, but also to
parents, education stakeholders and the entire society at large. This situation tends to generate
doubts whether male and female school administrators actually execute human resources
administrative functions on the same standard. To the knowledge of these researchers, studies
conducted in this area are based on theoretical speculations without empirical backing, and most are
based on tertiary institutions. Consequently, drawing the line between male and female
administrators in the management of human resources still constitute a challenge to researchers in
Education administration. Therefore, the problem of this study is: “how do gender variables influence
human resources management among male and female public secondary school principals in Delta
State, Nigeria?”
3. Review of Related Literature
3.1 Theoretical Framework
The situational leadership theory originally developed by Hersey and Blanchard (1969) is the
theoretical framework. According to the theory, effective leadership depends on the leader, the led
(employees) and the situation as leadership is situational which is relevant to work schedule.
Explaining further, the situational leadership theory by Hersey and Blanchard (1969) stipulated
four different leadership aspects of; telling which requires the leader to direct employees, selling
which involves the leader to persuade employees while allowing them to work at their space,
participating involves interacting with employees on job schedules and delegating involves the leader
assigning work and allowing them to work independently.
Thus, irrespective of the leader’s gender Etefia (2018) asserted that leadership is about how
flexible a leader can make use of the four leadership aspects to enable subordinates achieve
organizational desired goals and objectives in specific work environment and situation.
The Hersey and Blanchard (1969) theory is found suitable for this study because for the
principal to be effective in leadership irrespective of gender, he/she has to adapt his/her leadership
style to suit the situation at hand considering the human resources available in the system, to
organize, coordinate, supervise and achieve the expected goals. Leadership under this theory means
being flexible, considerate and adaptive to situation and followers, so as to achieve expected goals in
such given situation, and environment, as different gender behaves differently towards different
situations, people and environment thus, making the leadership effective or not. Ensuring the
followers support the decisions irrespective of the gender of the leader or the led. This theory talk of
situational leadership and this research specifically looked at the management of human resources in
a given situation of secondary school administration.
Throughout history, it is believed leadership is a traditionally masculine activity. However, with
happenings around the world, having women in politics, in administration, business, medicine,
military, among other profession, the statement cannot be said to be true, hence this research is
looking at gender variables and management of human resources among male and female public
secondary school principals in Delta State, Nigeria.
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Generally, there are two views about the educational leadership stance of male and female
administrators. Some researchers found no gender difference in educational leadership, others say
that men and women differ in the ways they manage people. However, to Marshall (2006), there is no
evidence which shows female heads of institution to be more demonstrative and cooperative in
dealing with staff appraisal, allocate resources adequately and relate harmoniously with the
community.
Kolb (1997), argues for women to be perceived as individual, capable, influencing and
motivating others, while Aihourani (2013), found gender not to impact managerial effectiveness,
Matheri (2015), also indicates no permanent difference in works of male and female principals,
because some tend to be autocratic in mode of operation while others are inactive. Hence, to
establish gender variability in the administration of human resources in the secondary school system,
calls for this investigation.
In a study of human resources management of secondary school principals on teachers’
productivity in River State, Nigeria, Atiole (2019) used the co-relational, descriptive survey method on
a population of 248 principals and 6850 teachers in River State, Nigeria, the stratified random
sampling technique was used to select 10% of the principals i.e. 25 principals and 20% of teachers i.e.
137 teachers making a total of 162 sample size. The study utilized a self-constructed questionnaire
tagged Questionnaire on Human Resource Management of Secondary School Principals and Teachers
Productivity (QHRMSSPTP). The instrument was validated by experts in Educational Management
and Administration. The reliability of the instrument was established at 0.82 using the Pearson
Product Moment Correlation Statistics ‘r’. The research question was answered using the mean scores
and standard deviation while the hypothesis was tested using the Pearson Product Moment
Correlation ‘r’ at 0.05 level of significance.
The findings showed that the ability of secondary school principal management and
administration of human resources efficiently enhanced teachers’ productivity without regard to
gender. That good human relations, effective communication, motivating school climate, collective
decision making, delegation of duties to teachers’ and encouragement of staff development
irrespective of gender are factors that contribute to good resources management which equally leads
to teachers’ productivity.
The above research was carried out in River State Nigeria on Human Resource Management of
Principals’ and Teachers Productivity which is related to this present study though it is on gender
variables on principals’ human resource management in secondary schools in Delta State Nigeria. The
factors of principals’ human resources management which influence secondary school teachers’
productivity are still much related to this present study. Leithwood (2010), opined that successful
principals are those, who set high expectation for staff in the school for improving students’ academic
performance. The ability of the principal to administer and manage human resources, enhance
productivity. Leithwood (2010), further advocate principal to be a public relations officer by having
good knowledge of human relations principles, apart from possessing necessary knowledge and
experience of day-to-day problems of the school, he/she has to be sufficiently sympathetic with staff.
Writing on the importance of communication in human resources management Yukl (2006),
noted that the use of information leads to effective leadership. Consequently, principals should be
sensitive to school environment and its effects on effective communication, use various types of
communication techniques depending on situations, to avoid complete communication gap. They
should make use of written and verbal communications appropriately. Kendra (2015), and Okoye
(2016), agreed that communication, leadership and decision-making skills are essential to personnel
management.
To create a climate motivating, involving and developmental, Ikediugwu (2016), advocates for
result oriented management motivation for teachers, democratic leadership skills, total involvement
of staff in programme development, provision of adequate resources as well as conducive climate and
encourage staff development. Commenting on cooperation, loyalty and effectiveness, Egwu (2016),
asserted that workers will be more productive. In similar vein, Olaleye (2013) advised school
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administrators to always involve staff in decision-making as well as delegate duties to capable staff.
In management of staff personnel, effective and adequate supervision is required, in respective
of gender, because human beings are generally perceived to be lazy and would not want to work as
expected unless supervised. Therefore, it is germane for principal to ensure they do jobs as required,
because when and where teachers are not properly supervised, it has adverse effects. No wonder
Oyedeji (2002), posited that the major function of the school principal is supervision. Regular
supervision by principals will help in rating teachers to use various measures of self-evaluation and
largely helps the principal to provide suitable and enabling environment for teaching-learning
activities. However, some principals are perceived to be poor supervisors because of their gender.
Empirically, Onele and Aja-Okorie (2015), cited Matheri (2015) investigation on gender
differences in the administration of secondary schools in Ebonyi State with population of 232 public
secondary school principals in Ebonyi State. A 28 item self-structured questionnaire was used as an
instrument for data collection. The findings revealed that male and female principals differ to a low
extent in their administration and recommended organizing in-service training for both male and
female principals in the area of administration curriculum and instructional programme and also
expose them to the same styles of personnel human resources management.
Similarly, according to Akpan and Eno (2016), research work on a comparative analysis of
administrative competencies of male and female secondary school principals in supervision in Akwa
Ibom State, Nigeria used 120 randomly selected samples made up of 60 male and 60 female principals
from the 10 existing educational zones in Akwa Ibom State, Nigeria. Two hypotheses were formed
and tested at 0.05 level of significance using t- test and analysis of covariance and multiple
regressions. The result among others showed that male principals were not significantly better in
supervision than their female counterparts.
Gender factors make it difficult for women to compete favourable with their male counterparts;
be it in public offices, schools, hospitals or business management. This assertion is given credence to
in Onokurefe (2019) study on gender authority structure as hindrance to productivity of secondary
school principals’ management in Delta State. A descriptive survey method and the expo-facto
research design was used with a population of 450 principles in public secondary schools drawn from
the three senatorial districts in the 25 local government areas of Delta State. The research adopted
the stratified random sampling technique, to have 48 sample size i.e. 10% of the population drawn
from the 16 secondary school principals. The instrument was adequately validated for suitability of
language, adequacy and relevance of the items addressing the research questions and the purpose of
the study. To ensure the reliability of the instrument, the test re test method was used on 30
respondents in Edo State using the Pearson Product Moment Correlation ‘r’ which yielded a
coefficient of 0.78. The mean and standard deviation statistics were used to analyse the research
questions, because of its descriptive nature and correlation analysis was used to test the hypotheses.
The results/findings indicated that gender authority structure interferes with female secondary
school principals’ management which also hinders the female principles’ productivity. Other findings
by Onokurefe (2019) include; gendered authority structure makes it difficult for women to motivate
their respective workers and compete effectively with their male counterpart. The additional
responsibility at home such as the major custodian of the family, engaging in household-cores, child
rearing, pose problems for female secondary school principals to be completely devoted to school
administration. The finding also indicated that there was male cultural authority entrenched in the
predominately commitment and control of public life.
The above study is on gender authority structure as hindrance to productivity of secondary
school principals’ management in Delta State, but this study is on gender variables and management
of human resources among public secondary school principals in Delta State Nigeria. However, this
study is related to this present study in the design of study, and the methodology used. Some of the
findings are also related on the causes of gender variable influence on the management of human
resources among public school principals’ in Delta State.
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4. Methodology
The study was based on descriptive survey method which adopted the ex-post facto design. The
population comprises 9361 teachers drawn from the 466 public secondary schools in Delta State. The
stratified random sampling technique was used to sample 936 teachers which represent 10% of the
population in the local government areas and senatorial districts.
The main instrument was self-constructed questionnaire titled “Gender variables and secondary
school principals’ human resources management questionnaire (GVPHRMQ) adopted from the
principal instructional management. Rating scale (PIMRS) developed by Dr. Philip Hallinger in 1984 at
Standford University, United States of America. The various related literature reviewed also served as
basis for the constructive of the question. The instrument consists of 2 sections. Section A consist bio-
data of respondents on gender, senatorial districts, local government and location (urban and rural).
Section B (1) consist 1-18 items on indices of effective human resources management among secondary
school principals in Delta State, Nigeria. Section B (II) contains 19–38 items on gender variables and the
management of human resources among secondary school principals in Delta State, Nigeria.
Respondents were required to indicate their responses on an adapted four point likert scale
(1932) rating of: strongly Agreed (SA) = 4 points, Agreed (A) = 3 points, Disagreed (DA) = 2 points,
and strongly disagreed (SA) = 1 point. To ascertain the face and content validity of the instrument, it
was given to the two experts in Educational Management and Foundations who did a thorough
review and corrections.
The reliability of the instrument was determined by use of split-half method on 30 respondents who
were not part of the samples. The Pearson Product Moment Correlation (r) statistical tool was used and
0.86 positive coefficient ‘r’ was obtained. The researcher employed services of four well instructed field
assistants to facilitate the process of data administration and collection. The researcher administered 936
questionnaires on the respondents, but 934 were retrieved correctly filled.
The data were carefully analysed using descriptive statistics of means and standard deviation
which provided information used for answering research questions, while the t-test statistical tool
was used to test the formulated hypotheses at; 0.05 level of significance. The acceptance or rejection
bench mark for the mean was 0-2.50 and 0-2.49 respectively.
5. Presentation and Discussion of Results
5.1 Presentation and Analysis of Research Questions
Research Question 1: What are the indices of effective human resource management among male
and female public secondary school principals in Delta State?
Table 1: Mean score analysis of indices of effective human resource management among male and
female public secondary school principals in Delta State
Male Female Male and female
S/N Items N1
𝑿
1 SD1 Decision N2
𝑿
2 SD2 Decision N
𝑿
SD Decision
1. Leadership behaviour 402 2.70 0.56 + 532 3.58 0.58 + 934 3.14 .77 +
2 Shared leadership experience 402 2.58 0.50 + 532 3.42 0.57 + 934 3.00 .76 +
3 Shared responsibilities 402 2.20 0.60 - 532 2.92 0.69 + 934 2.56 .92 +
4 Ability to analyse and schedule
routine 402 2.30 0.68 - 532 3.04 0.78 + 934 2.67 1.03 +
5 Work evaluation 402 2.58 0.50 + 532 3.42 0.58 + 934 3.00 .77 +
6 Work accomplishment 402 2.19 0.70 - 532 2.91 0.80 + 934 2.85 1.06 +
7 Execution of cooperative virtues 402 2.25 0.68 - 532 2.99 0.78 + 934 2.62 1.03 +
8 Implementation of school
curriculum & instruction 402 2.70 0.50 + 532 3.58 0.58 + 934 3.14 .77 +
9 Good supervision and co-
ordination 402 2.20 0.60 - 532 2.92 0.69 + 934 2.56 .92 +
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10
Adjustment to
organizational/institutional
aids/goals and needs
402 2.58 0.49 + 532 3.42 0.56 + 934 3.00 .74 +
11 Good communication 402 2.42 0.50 - 532 3.20 0.57 + 934 2.81 .76 +
12 Good judgement and decision
making 402 2.16 0.68 - 532 2.86 0.79 + 934 2.51 1.04 +
13 Management of discipline 402 2.67 0.54 + 532 3.55 0.62 + 934 3.11 .82 +
14 Human resources 402 2.58 0.49 + 532 3.42 0.56 + 934 3.00 .74 +
15 Financial resources 402 2.42 0.50 - 532 3.20 0.57 + 934 2.81 .76 +
16 Physical resources 402 2.67 0.54 + 532 3.55 0.62 + 934 3.11 .82 +
17 Overcoming socio-cultural
factors 402 2.50 0.59 + 532 3.62 0.68 + 934 3.56 .90 +
18 Good public relationship 402 2.70 0.50 + 532 3.58 0.58 + 934 3.14 .77 +
Grand mean 2.43 3.23 2.83
Key: N1 – Number of male, N2 – Number of female, N = Total number, 𝑋
1 = male, 𝑋
2 = female, 𝑋
= Combined Mean 1 &
2, SD1 = Male standard deviation, SD2 = Female standard deviation, SD = Combined standard deviation 1 & 2, SD =
Standard Deviation + = Agreed, - = Disagreed
Source: Field Survey 2020.
Table 1 shows the analysis of the mean scores and standard deviation of responses to the indices of
effective human resources management among male and female secondary school principals in Delta
State. The items/statements’ mean scores above and below the acceptance and rejection bench mark
of 2.50 can be seen from the table. Those above were considered accepted as indices of effective
human resource management among male and female secondary school principals in Delta State
respectively while those below were considered not accepted as indices of effective human resource
management among male and female secondary school principals in Delta State respectively.
Similarly, the table also reveals the combined mean scores analysis of responses from male and
female principals all above the 2.50 acceptance bench mark, thus, all the items and statements were
considered indices of effective human resources management when the responses of male and female
public secondary school principals in Delta State were combined.
Research Question 2: What are the administrative task areas gender variables influence in the
management of human resource among male and female public secondary school principals in Delta
State?
Table 2: Mean score analysis of the administrative task areas gender variables influence in the
management of human resource among male and female secondary school principals in Delta State
Male Female Male and female
S/N N1
𝑿
1 SD1 Decision N2
𝑿
1 SD2 Decision N
𝑿
SD Decision
19 Recruitment 402 2.71 0.54 + 532 2.71 2.55 + 934 3.15 0.82 +
20 Selection 402 2.30 0.51 - 532 3.59 0.62 + 934 2.68 .78 +
21 Appointment 402 2.71 0.54 + 532 3.06 0.59 + 934 3.15 .82 +
22 Placement/posting 402 2.58 0.54 + 532 3.59 0.62 + 934 3.00 .82 +
23 Induction/orientation 402 2.44 0.60 - 532 3.42 0.62 + 934 2.84 .92 +
24 Grading/evaluation appraisal 402 2.71 0.34 + 532 3.24 0.69 + 934 3.15 .82 +
25 Reward demotion transfer dismissal and
termination 402 2.69 0.55 + 532 3.59 0.62 + 934 3.13 .84 +
26 Staff training/development 402 2.70 0.50 + 532 .57 0.63 + 934 3.14 .77 +
27 Record keeping/retrieval 402 2.20 0.60 - 532 3.58 0.58 + 934 2.56 .92 +
28 Conflict management 402 2.58 0.49 + 532 2.92 0.69 + 934 3.00 .74 +
29 Formulation of staff policies 402 2.42 0.50 - 532 3.42 0.56 + 934 2.81 .76 +
30 Implementation of staff policies 402 2.16 0.68 - 532 3.20 0.57 + 934 2.51 1.04 +
31
Staff welfare – housing, safety, health, salary,
enrolment, remuneration bonuses and
compensation
402 2.67 0.54 + 532 2.86 0.79 + 934 3.11 .82 +
32 Interpersonal relationship 402 2.25 0.68 - 532 3.55 0.62 + 934 2.62 1.03 +
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Male Female Male and female
S/N N1
𝑿
1 SD1 Decision N2
𝑿
1 SD2 Decision N
𝑿
SD Decision
33 Communication 402 2.58 0.62 + 532 2.99 0.78 + 934 3.00 .95 +
34 Guidance and counselling 402 2.19 0.70 - 532 3.42 0.72 + 934 2.55 1.06 +
35 Mentoring 402 2.30 0.68 - 532 2.91 0.80 + 934 2.67 1.08 +
36 Decision making 402 2.19 0.70 - 532 3.04 0.78 + 934 2.55 1.06 +
37 Justice and equity 402 2.93 0.54 + 532 2.91 0.80 + 934 3.41 .82 +
38 Esprit de corps – team work, harmony,
belonging gives unity of efforts 402 2.20 0.60 - 532 3.89 0.62 + 934 2.56 .92 +
Grand mean 2.34 3.28 2.87
Key: N1 – Number of male, N2 – Number of female, N = Total number, 𝑋
1 = male, 𝑋
2 = female, 𝑋
= Combined Mean 1 & 2,
SD1 = Male standard deviation, SD2 = Female standard deviation, SD = Combined standard deviation 1 & 2, SD = Standard
Deviation + = Agreed, - = Disagreed
Source: Field Survey 2020
Table 2 shows the analysis of the mean scores and standard deviation of responses on administrative
task areas gender variables influence in the management of human resource among male and female
public secondary school principals in Delta State. For male principals, the items/statements’ mean
scores above the acceptance bench mark of 2.50, are considered administrative task areas of gender
variables influence in the management of human resource among male public secondary school
principals in Delta State.
In contracts, items and statements with mean scores below the acceptance bench mark of 2.50
do not constitute administrative task areas gender variables influence in the management of human
resource among male public secondary school principals in Delta State.
Table 2 also reveals the mean scores and standard deviation of responses on the administrative
task areas gender variables influence in the management of human resource among female secondary
school principals in Delta State. The items/statements’ mean scores above the acceptance bench
mark of 2.50,were considered administrative task areas gender variable influences among female
secondary school principals in Delta State.
However, when the responses from the male and female respondents were combined table 2
reveals all the items and statements to be above the acceptance bench mark of 2.50 therefore were
considered administrative task areas gender variables influence in the management of human
resources among male and female public secondary school principals in Delta State.
5.2 Test of Hypotheses
Ho1: There is no significant difference between male and female principals’ views on the indices of
effective human resource management when gendered is considered among public secondary school
principals in Delta State, Nigeria.
Table 3: t-test analysis of male and female principals’ views on the indices of effective human
resource management
Variable N
𝑿
SD df t-cal t-critical Level of significance Decision
Male principals 402 26.65 3.39 98.2 1.58 1.96 0.05 Not significant
Female principals 532 17.42 3.81 8.9 Accept HO1
Source: Field Survey, 2020
Table 3 shows 402 male principals have a mean of 26.65 and standard deviation of 3.39, while 532
female teachers have mean score of 17.42, standard deviation of 3.81 with degree of freedom 932, the
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calculated t-value of 1.58, and t-critical value 1.96, since the t-critical value of 1.96 is higher than the t-
calculated value of 1.58, the null hypothesis of no significant difference between male and female
principals’ view on the indices of effective human resources management when gender is considered
among public secondary school principals in Delta State Nigeria is accepted/retained.
HO2: There is no significance difference between male and female principals’ views on the
administrative task areas gender variables influence in the management of human resource among
public secondary school principals in Delta State Nigeria
Table 4: t-test analysis of the difference between male and female principals’ view on the
administrative task areas gender variable influences in the management of human resource in public
secondary schools in Delta State, Nigeria
Variable N
𝑿
SD df t-cal t-critical Level of significance Decision
Male principals 402 13.42 2.29 932 2.35 1.96 0.05 Significant
Female principals 532 13.01 2.93 Reject HO2
Source: Field Survey, 2020
Table 4 reveals 402 male principals have a mean of 13.43 with standard deviation of 2.29, while 532
female principals are with a mean of 13.01 and standard deviation of 2.93. the degree of freedom is
932, t-calculated value of 2.35, and t-critical value of 1.96 at 0.05 level of significance. Since the t-
calculated value of 2.35 is greater than the critical t-value of 1.96, the null hypothesis is therefore
retained. Therefore, there is a significant difference between male and female principals’ views on the
administrative task areas gender variables influence in the management of human resources among
public secondary school principals in Delta State, Nigeria.
6. Discussion of Findings
The first finding arouse from the analysis of data on table 1, which indicates some indices of effective
human resource management among male and female public secondary school principals in Delta
State. These are: Leadership behaviour/planning, Shared male and female leadership experiences,
Shared responsibilities, Ability to analyse and schedule routine, work evaluation, Work
evaluation/accomplishment, Execution of cooperative virtues, Implementation of school curriculum
and instruction, Good supervision and coordination, Adjustment to organizational/institutional
needs, Good communication and decision, Good judgement and decision making, discipline, Human
resources, Financial resource, Physical resources, overcoming social cultural factors, and good public
relationship.
The finding supports Thomas and Irikson (2004), who identified leadership behaviour as
indicator of effective educational management. Similarly, this finding agrees with Mullins (2007),
who enumerated justice, fair terms of condition of employment as indices of good management and
recruitments. This finding also supports Asabor (2011), and Akomalafe (2012), indication of
management of discipline as variable of good human resources management.
Related to this finding, are works of Peretomode (2012), and Heller (2012), identification of good
planning, supervision, and coordination as functions of management. Others include human,
physical and financial management. The findings support Adeyemi (2014), and Marshall J, (2006),
outlines of shared leadership, shared power, shared responsibilities, task and accomplishment as
indices of effective human resources management.
The analysis of data from the test of hypothesis one, indicates “there was no significant
difference between male and female principals view on the influences of gender variables on the
indices of effective human resource management when gender is considered among public secondary
school principals in Delta State, Nigeria”.
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This finding is against Martheri, Chelots and Muiwa (2015), who conducted a study on the
effects of principals’ gender on management effectiveness in secondary schools in Mtito-Andei
Division, Kenya using 28 principals and 140 teachers. The questionnaire and interview were the main
instruments, the descriptive and inferential statistics were used and discovered that there was a
significant relationship between the principals’ gender and effectiveness in management of discipline.
However, this finding supports other works of Martheri et al., (2015), finding of no significant
relationship between principals’ gender and effectiveness in personnel and financial management.
The finding correspond Onele and Aja-Okorie (2015) who investigated gender differences in the
administration of secondary schools in Ebonyi State. They use 232 public secondary school principals
as samples and 28 item questionnaire for data collection. The finding indicates male and female
principals differ to a low extent in the administration of personnel management.
This finding also supports the research of Akpan and Eno (2016), on comparative analysis of
administrative competencies of male and female secondary school principals in supervision in Akwa-
Ibom State, Nigeria. They used 120 equal samples of 60 male and female principals from 10 existing
education zones in Akwa-Ibom State. The result showed that male principals were not significantly
better in supervision than their female counterparts.
Ogunleye and Osekita (2016), in Akpobia (2018) advanced reasons for the no significant
difference between male and female principals’ management effectiveness that technology has
improve women’s participants in science, technology and mathematics and related studies and
change in society perception are responsible for the equal performances.
The second finding obtained from the analysis of data from table 2 shows some administration
task areas gender variables influence in the management of human resource among male and female
public secondary school principals in Delta State. These are; Recruitment, Selection, Appointment,
Placement/posting, Induction/orientation, Grading/evaluation/appraisal, Staff discipline – reward,
demotion, transfer, dismissal, termination, Staff training/development, Record keeping/retrieval,
Conflict management, Formulation of policies, Implementation of policies which include; Staff
welfare – housing, safety, health, salary, emoluments, remuneration, bonuses, and compensation,
Interpersonal relationship, others include; Communication, Guidance and counselling, Mentoring,
Decision making, Justice and equity, and Esprit de corps which include; (team work, harmony,
belongingness, and unity of efforts).
The analysis of data from the test of hypothesis 2, table 4 also shows a significant difference
between male and female principals view on the administrative task area gender variables, influence
in the management of human resources among male and female public secondary school principals
in Delta State, Nigeria. This finding is against the writings of Lassan (2004), that family
responsibilities and marital status influence female human resources management in schools.
Similarly, Marshall (2006), averred that female institution heads adopt a democratic and cooperative
style in the administration of some indices of human resources such as material appropriation,
allocation of resources, and harmonious relationship.
In contrast to the above, this finding supports Aihourani (2013), who asserted that gender does
not impact on managerial effectiveness. Matheri (2015), indicated that; there were no permanent
differences in the work of male and female principals. This second finding is also against the
researches of Saleems and Imran (2014), on gender performance and job performance of universities
of Peshawar District, Pakistan. Data were gather through structural questionnaire from 218 randomly
sampled academics strata, regression analysis were used for the data which reveals the existence of
collectively and individually positive highly correlation and significant impact of male gender on their
job performance. Also, Carter Anderson and Show (2012), suggested that glaring in persistent
difference between men and women’s administration may be associated with gender
characterization.
The above finding also support a study of human resources management of secondary school
principals on teachers’ productivity in River State, Nigeria by Atiole (2019) who used the co-relational,
descriptive survey method on a population of 248 principals and 6850 teachers in River State, Nigeria,
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the stratified random sampling technique was used to select 10% of the principals i.e. 25 principals
and 20% of teachers i.e. 137 teachers making a total of 162 sample size. The study utilized a self-
constructed questionnaire tagged Questionnaire on Human Resource Management of Secondary
School Principals and Teachers Productivity (QHRMSSPTP). The instrument was validated by experts
in Educational Management and Administration. The reliability of the instrument was established at
0.82 using the Pearson Product Moment Correlation Statistics ‘r’. The research question was
answered using the mean scores and standard deviation while the hypothesis was tested using the
Pearson Product Moment Correlation ‘r’ at 0.05 level of significance.
The findings showed that the ability of secondary school principal management and
administration of human resources efficiently enhanced teachers’ productivity without regard to
gender that good human relations, effective communication, motivating school climate, collective
decision making, delegation of duties to teachers’ and encouragement of staff development
irrespective of gender are factors that contribute to good resource management which equally leads
to teachers’ productivity.
7. Summary
The following findings emerged from the presentation, interpretation and analysis of data.
i) There were some indices of effective human resource management among male and female
public secondary school principals’ in Delta State Nigeria.
ii) There were some administrative task areas gender variables influence in the management of
human resource among male and female public secondary school principals’ in Delta State
Nigeria.
iii) There was no significant difference between male and female principals’ views on the
indices of effective human resources management when gender was considered among
public secondary school principals in Delta State, Nigeria.
iv) There was a significant difference between male and female principals’ views on the
administrative task areas gender variables influences in the management of human
resources among public secondary school principals in Delta State, Nigeria.
8. Recommendations
In consideration of the findings, the following recommendations were offered.
i) Principals should be aware of the identified indices of effective human resource
management and make use of them in the management and administration of their
secondary schools.
ii) School management/administrations should be conscious of the task areas gender variables
influence as identified in the findings so as to endeavour to remove the gender bias or
influences.
iii) This study advocate for equal opportunity to be given to male and female public secondary
school principals in leadership positions, to enable them put in all necessary, needed efforts
to ensure all required available resources, are provided, maintained and properly utilized for
the attainment of expected and stated goals and objectives of education.
iv) The socio-cultural and traditional gender variables which negatively influence the effective
management of human resources should be discouraged through enlightenment lectures,
campaigns, workshops and seminars by women, non-governmental organizations, religious
bodies, ministries of women, and social affairs.
v) Predominance of male values, gender stereotypical characteristics attributed to men and
women in society should be discouraged and eliminated.
vi) Ministry officials should consider gender balance and equity in promoting and appointing
teachers to principal cadre.
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