Implementing Gender-Inclusive Policies for Effective School Administration in Public Senior Secondary Schools in Rivers State

Onuosa Phebe Chikerenma

doi:10.56201/wjimt.v9.no10.2025.pg174.188

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Implementing Gender-Inclusive Policies for Effective School Administration in Public Senior Secondary Schools in Rivers State

Onuosa Phebe Chikerenma

Abstract

The study investigated implementation of gender-inclusive policies for effective school administration in public senior secondary schools in Rivers State. Four research questions and four corresponding null hypotheses guided the study. The study adopted a descriptive research survey design. The population consisted of 302 principals and 6,557 teachers, totaling 6,859 staff across 302 public senior secondary schools in Rivers State. A sample size of 716 respondents 656 teachers and 60 principals was determined using a stratified approach, applying 10% of the teacher population and 20% of the principal population. The instrument that was used for data collection was a self-constructed questionnaire titled “Implementation of Gender-Inclusive Policies for Effective School Administration Questionnaire (IGIPESAQ). The results of the tests were analyzed using the Cronbach's Alpha statistics based on the sections of the instrument. Cluster A of the instrument yielded 0.73, cluster B 0.74 cluster C 0.71 and cluster D yielded 0.88 respectively with the average reliability index as 0.77 showing that the instrument is reliable enough to be used in the study. Out of the 716 questionnaires distributed, 601 copies were successfully retrieved, representing a return rate of 84%. The retrieved copies, consisting of 50 principals and 551 teachers were used for data analysis. Mean and Standard Deviation Statistics were used to answer the research questions while t-test statistics was used to test the null hypothesis at 0.05 level of significance. The study concluded that both principals and teachers rated the implementation of these policies as moderate, indicating that while efforts are being made to actualize policy objectives, their execution remains insufficient to achieve optimal results. It recommends among others that the Ministry of Education should strengthen strategies that promote inclusiveness by providing adequate classrooms, inst

References

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Implementing Gender-Inclusive Policies for Effective School Administration in Public Senior Secondary Schools in Rivers State

Abstract

References

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