Interactive Effect of Gender and Management Model on Administrative Competences among Principals' in Public Secondary Schools in Rivers East Senatorial District.

Abstract

In public secondary schools in the Rivers East Senatorial District, this study examined interactive effects of gender and management models on administrative competences among principals in public secondary schools in Rivers East Senatorial District. Ex-post facto research design was used in this investigation. Two hypotheses and two research questions were developed to direct the investigation. The study included 628 principals and vice principals from all public secondary schools in the Rivers East Senatorial District, 478 of whom were men and 150 of whom were women. Through the use of random sampling, 220 teachers made up the study's sample size. To collect data for the study, the researcher employed structured instruments called the Interactive Effect of Gender Questionnaire and the Management Model among Principals Questionnaire. Using the overall reliability coefficient of r= and Cronbach's alpha reliability coefficient statistics, the study's reliability coefficient was determined. R= and 80. In turn, 82 were acquired. The mean and standard deviation as well as analysis of variance (ANOVA) were used to analyze the data. According to their management styles in public secondary schools in the Rivers East Senatorial District, male and female principals have significantly different administrative competencies, according to the data analysis result. In order to ensure effective management and utilization of secondary schools, the researcher suggests that the ministry of education host workshops to train principals on management models.