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VOL. 2, ISSUE 2 (2026)
Gender moderating roles in the relationship between teachers’ self-leadership and their job performance in secondary schools in South East geopolitical zone of Nigeria
Authors
Boniface Emengini, Martha Chioma Ibezim, Ada Sam Omenyi
Abstract
The study examined gender moderating roles in
the relationship between teachers’ Self-leadership and their job performance in
Secondary Schools in South East geopolitical zone of Nigeria. Two research
questions guided the study and two null hypotheses were tested at 0.05 level of
significance. The study adopted correlational survey research design. The total
of 29,231 teachers in public secondary schools in South East geopolitical zone
of Nigeria formed the population of the study. Out of the population a sample
of 1,462 teachers were drawn by cluster sampling using proportionate stratified
random sampling technique. Two different questionnaires developed by the
researchers for data collection which include: Teachers’ Self-leadership
Questionnaire (TSQ) and Teachers’ Job Performance Questionnaire (TJPQ). The
instruments were validated by three experts from faculty of education, Nnamdi
Azikiwe University, Awka. Cronbach Alpha method of reliability was used to
determine the reliability of the instruments which yielded reliability
coefficient of .94 and .76 respectively. The reliability indices were
considered high enough thus, the instruments were deemed reliable. Direct
method of data collection was used by the researchers with the help of nine
research assistants. Pearson product moment correlation coefficient was used to
answer research questions 1 &2 and the test of null hypotheses 1&2 with
P. value being used to take decision on the null hypotheses at 0.05 level of
significance. The findings of the study revealed that: There is a significant
relationship existing between male teachers’ Self-leadership and their job
performance in secondary schools in South East geopolitical zone of Nigeria;
There is also a significant relationship existing between female teachers’ Self-leadership
and their job performance in secondary schools in South East geopolitical zone
of Nigeria among others. Based on the findings of the study, it was recommended
that: There is need for school administrators in the south east geopolitical
zone of Nigeria, to ensure that they uphold or keep improving the level of
teachers’ Self-leadership in the secondary schools in the area. This can be
done through organizing seminars and workshops on self-leadership in order to
continue having high performance of teachers in the area under study since the
study reviewed that teachers’ Self-leadership significantly correlate teachers’
job performance irrespective of gender. At the end, implications of the
findings of the study were stated.
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Pages:14-18
How to cite this article:
Boniface Emengini, Martha Chioma Ibezim, Ada Sam Omenyi "Gender moderating roles in the relationship between teachers’ self-leadership and their job performance in secondary schools in South East geopolitical zone of Nigeria". International Journal of Applied Review
, Vol 2, Issue 2, 2026, Pages 14-18
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