The Relationship between Educational Management and Academic and Gender Promotion of Students in Africa

Abstract

This study examined the influence of administrators' pupils in Akoko South West Local Government Area of gender and academic performance of primary school Ondo State. Descriptive survey research design was used, 20 primary school administrators were randomly sampled for the investigation in which 10 females and 10 males administrators were selected. Also 10 NCE holder administrators and 10 Degree holder administrators were also sampled for the study. An instrument titled Administrators' Gender and Academic performance Questionnaire (AGAPQ) was used. The results of all final years' pupils for 2012/2013 session were collected through pro-forma in order to elicit pupils performance. T-test analysis were used to test the two hypotheses. The findings revealed that there is no significant difference between administrator Gender and academic performance of pupils in public primary schools in Akoko South West local Government Area of Ondo state (It was recommended that more in-service r.cal 1.33, r.tab 2.1) also it revealed that there is no significant difference in the performance of pupils in the school headed by NCE graduates and School header by university graduate(r.cal 2.7, r.tab 2.1) it was recommended that more in-service training and seminars should be organized for administrators on motivational strategies. Primary school administrators and teachers should be fully involved in the setting of examination questions and university graduate administrators in primary schools should be promoted above salary grade level 14.

Full text

Int. Res. J. Manag. Sci. Vol., 4 (1), 32-37, 2017
32
International Research Journal of Management Sciences. Vol., 4 (1), 32-37, 2017
Available online at http://www.irjmsjournal.com
ISSN 2147-964x ©2017
The Relationship between Educational Management and Academic
and Gender Promotion of Students in Africa
Saleh Gulum, Pei-Zheng Zheng
Department of Information Technology, University of Tsinghua, China
ABSTRACT
This study examined the influence of administrators’ pupils in Akoko South West Local
Government Area of gender and academic performance of primary school
Ondo State. Descriptive survey research design was used, 20 primary school
administrators were randomly sampled for the investigation in which 10 females and 10
males administrators were selected. Also 10 NCE holder administrators and 10 Degree
holder administrators were also sampled for the study. An instrument titled Administrators’
Gender and Academic performance Questionnaire (AGAPQ) was used. The results of all
final years’ pupils for 2012/2013 session were collected through pro-forma in order to elicit
pupils performance. T-test analysis were used to test the two hypotheses. The findings
revealed that there is no significant difference between administrator Gender and
academic performance of pupils in public primary schools in Akoko South West local
Government Area of Ondo state ( It was recommended that more in-service r.cal 1.33,
r.tab 2.1) also it revealed that there is no significant difference in the performance of
pupils in the school headed by NCE graduates and School header by university
graduate(r.cal 2.7, r.tab 2.1) it was recommended that more in-service training and
seminars should be organized for administrators on motivational strategies. Primary school
administrators and teachers should be fully involved in the setting of examination
questions and university graduate administrators in primary schools should be promoted
above salary grade level 14.
Keywords: Administrator, Gender, Academic performance, Servant leadership.
INTRODUCTION
An administrator has a number of roles to perform in an organization most especially the
school system. An administrator is the chief planner, organizer, coordinator, controller and
the accounting officer of the school. Administrator is expected to give professional
leadership role in the planning of school programmes and assisting teachers in course of
discharging their professional duties. In primary school, the head teacher is the school
administrator. Primary education is education given in school for children of aged 6 to 11
plus.
In National policy on Education (2004) the goals of primary education are to
(a) include permanent literacy and numeracy and ability to communicate effectively
(b) lay a sound basis for scientific and reflective thinking
(c) give citizenship education as a basis for effective participation in and contribution
to the life of the society
(d) Mould the character and develop sound attitude and morals in the child
(e) develop in the child the ability to adapt to the child’s charging environment

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(f) give the child opportunities for developing manipulative skills that will enable the
child function effectively in the society within the limits of the child’s capacity.
(g) Provide the child with basic tools for further educational advancement including
preparation for trades and crafts of the locality.
In order for an administrator to achieve these stated goals, there are some
machineries to put in place. He should carefully select leadership style to be used in school.
Ibukun (2004) affirms that the only leadership style that is most relevant in the school
system is the Lewinian classification of leadership. Which includes; Autocratic style,
Democratic, and Laissez faire. The autocratic involves the use of force in achieving sets
goals. While democratic involves consultation and involvement strategies in administering
followers and lastly laissez faire style, here leadership is loaded with non-challant attitude
towards the organization goals.
In primary school in Nigeria and particularly in Ondo state, leadership style of head
teacher fall within these three styles of leading. However, he said that there is no single
best leadership style in management but it is the situation that dictates leadership style
to be used. The issue of gender in Nigeria is an important factor in all professions including
education. Gender awareness started from birth of a child in Nigeria, especially in South-
West, the first question to be asked by parent “is it a girl or a boy? According to Bur (1998)
sex is the chromosome which determines the pattern of physical development associated
with men and women. He sees gender as the constellation of character and attitude which
come to be differently associated with the expected of man and woman in a particular
society. Asubuike (2006) says that a behavioural difference has born a huge amount of
effect on students academic achievement in mathematics
Issue relating to the women had been taken seriously in United Nations, for example,
United Nation devoted a decade (1975-1985) to issues concerning women development.
The ultimate main goal was to empower women to develop their potentials, on
development equal bases as men (UN General Assembly Resolution xxviii) Many
conferences had been held with the intention to advance the status of women and
eliminate gender based discrimination. Also in education, many were of the opinion that
schools headed by male administrator performed better than schools headed by male
administrators performed better than schools headed by female administrators. Kayode
(2013) affirms that female servant leadership principals are more effective in students
academic performance than male ones. He found that the majority of administrators in
south West primary schools are holders of Nigeria certificate in Education (NCE). However,
Ayodele (2000) affirmed that administrators either male or female hardly achieve success
without the adequate support of well qualified and dedicated staff.
On issue of gender stereo type, Anyinka (1989) defines men as decisive, aggressive,
logical and ambiguous, on the other hand the female personalizes trait is generally
perceived as less suited for top management position such as school head.
Statement of the problem
Performance is not at its best in primary schools in Akoko South-West Area of Ondo State
in the 2010/2011 Placement Examination into secondary school conducted by ministry of
education. Many factors might be responsible for the poor performance. It could be
leadership factor, facilities factor or variation in administrators gender. Hence this study
wants to find out the influence of Genders’ Administrators on

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Academic Performance of Primary School Pupils in Akoko South West local government
Area of Ondo State.
The purpose of the study
1. to find out the qualifications and gender of administrators in primary schools in
Akoko South-West
2. to find out the difference between administrators’ genders and pupils academic
performance in primary schools.
3. to determine the difference between administrators’ qualifications on academic
performance in primary schools in Akoko South-West.
Based on the background of the study, statement of the problem and purposes of the
study ,two hypotheses were formulated.
Research Hypotheses
Ho1. There is no significant difference in administrators’ gender and pupils academic
performance
Ho2. There is no significant difference in administrators qualification and pupils academic
performance.
Methodology
Descriptive research design was used, information that describes the administrators
gender, qualifications and academic performance of pupils were collected. The population
consisted o f all administrators and pupils in the 53 public primary schools in the local
Government, out of which 20 primary schools were randomly selected for the study.
An instrument titled Administrators’ Gender and Pupils’ Academic Performance
Questionnaires (AGPAPQ) designed by the researcher was used. The questionnaire is
divided into two sections. Section A elicited information on Administrators’ Gender and
qualifications while section B elicited information on pupils academic performance in the
placement examination. The reliability co-efficient of the instrument was found to be 0.84
which was considered reliable for the study.
Results
Hypothesis 1. There is no significant difference in administrators gender and pupils
academics performance.
Table 1 result reveals that there is no significant difference in the genders’ administrators
and academic performance of pupils in primary schools since r.cal 1.33 is less than r-tab
2.1. Hence, the hypotheses is accepted Hypothesis 2.
The result in table 2 shows that r-cal (2.7) is higher than r-tab (2.1) at P>0.05 level of
significance. Hence, the hypothesis is rejected. It implies that there is significant difference
in the academic performance of pupils in schools headed by NCE graduate and university
degree graduate .

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Discussion
The finding in hypothesis one reveals that (r.cal 1.33, r.tab 2.1) at 0.05 level of
significance. Therefore the hypothesis is accepted. This indicate that there is no significant
difference between administrators’ gender and academic performance of pupils in primary
schools. It implies that primary school administrators in respect of their gender are less
committed to their official responsibilities. Many factors could have responsible for the low
commitment of the administrators, it could be age factor , lack of needed facilities in the
school and delay in promotion or not allowing school administrators to rise above grade
level 14 in respect and nature of their certificates. It might be that many of the
administrators are not using the appropriate leadership style which could have yielded
best result, this is in consonance with Ibukun (2004) that there is no single best
leadership style but it is the situation that dictates leadership style to be used.
Also, the finding agreed with Azubuike (2006) that a behavior differences of administrators
had effect on students academic achievement in Mathematics. It also negates Kayode
(2013) that female principals performed better than male principals. The implication of
this findings is that performance is not at its best in primary schools.
Hypothesis two, shows that there is significant difference in academic performance of
pupils in school headed by NCE graduate and school Degree graduate with (r.cal 2.7,r.tab
2.1) the results shows that is variation in performance of pupils in primary schools. It
indicates that performance is better in the school headed by NCE graduate than school
headed by university graduate. Hence, higher qualification is not a major factor that
contribute to better performance. It might be that many of the university graduate
administrators did not want to put in their best because government did not promote them
above grade level 14. It means that apart from leadership qualification, teacher factor
could be one of the factors responsible for poor academic performance of pupils. This
support Ayodele (2002) that no matter how efficient and effective an administrator is, he
may not be able to achieve success without the appropriate and adequate support of his
staff. Apart from these, other factors such as non-involvement of primary school
administrators in sitting of examination questions, lack of adequate supervision of
teachers by ministry officials and incompetency of some teachers especially in teaching of
core-subjects might be responsible for the poor performance
Conclusion
From the findings, it is clear that performance is not at its best in all the primary schools
in the local government in respect of administrator gender and qualification. The possible
conclusion, therefore is that both the NCE graduates and university degree administrators
should be more committed to their duties so as to improve pupils performance
Recommendations
Based on the finding of this study the following recommendations are made:
1. More in-service- training and seminars should be organized for administrators on
how to motivate their teachers so as to improve pupils performance
2. All degree holder administrators should be promoted above Grade level 14 like
what their counters are enjoying in secondary schools
3. Promotion of school administrators should henceforth be based on pupils academic
performance
4. Pupils should be given adequate orientation on how to shade OMR sheet before the
commencement of examination

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Primary schools administrators and teachers should be fully involved in the setting of
examination questions and the assignment should not be left for Ministry of Education
Officials alone.
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