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1.1 Background to the Study This study is set to investigate the students’ perception of female school teacher’s leadership behaviour and how this affects the teaching and learning process. The importance of leadership behaviour in school administration cannot be over looked given the background that it determines the extent to which a school goal and objectives can be achieved. Thus, the female school teachers’ leadership behaviour influences both the students and other teachers through her leadership style. A female teacher exposed to three types of leadership style: Authoritarian leadership style, Democratic leadership style and lastly, the Laissez Faire leadership style (Falodun, 2003). The leadership style adopted by the female school teacher often determines the perception which the students will have about other female teachers. For instance, if a female heads the school as the principal and adopts the authoritarian leadership style, this will invariably influence the perception of the students that female principals are authocratic and unforgiven. Olaleye (2008) contents that leadership behaviour of the school principal, either male or female contributes to a range of perception which the students have about their teachers. Research on leadership behaviour of female school teachers has for long being of interest to educational manager and evaluation experts. To some authorities, leadership behaviour is important because it directly affect the school learning culture; others have argued that the female teachers are in a unique position to enhance the teaching-learning process. Adetona (2003) noted that the task of any female school teacher is to produce well educated boys and girls through effective teaching and learning positive leadership behaviour in a classroom situation are associated with higher students’ motivation, good academic performance, and improved attitudes of the students towards their female teachers. A significant challenge for female school teachers today is to identify the students need and the type of leadership model to be employed in transforming the students. The leadership model developed by Bass and Avolio (1997) identified three leadership behaviours. First is the Transformational Leadership Behaviour and can be identified by certain behaviour which includes inspirational motivation, intellectual stimulation, and individualized consideration. Secondly, The Transactional Leadership behaviour which can also be identified with exchange of rewards for meeting agreed upon objectives. This leadership behaviour monitors the students to ensure mistakes are not made but allows group work among the students. In this case, the female teachers intervene only when things go wrong. Thirdly, the