Teachers’ Gender and Professional Achievements in Secondary Schools
Odunaike K. O; Ijaduola K. O.; Epetimehin F. M.

Abstract
The study investigated the gender of teachers and their professional achievements in chosen secondary schools in Ijebu-ode township, Ogun State, Nigeria. Eight secondary schools, randomly chosen from the thirteen secondary schools in Ijebu-ode were used for the study. 40 (forty) professional teachers (20 males and 20 females) purposively chosen constituted the respondents. A self-developed research instrument tagged: Teachers’ Gender and Professional Achievements Questionnaire (TGPAQ) was used to collect information from the respondents, having subjected the instrument to a test-retests treatment using the Chrombach Alpha formular. The questionnaire yielded a reliability coefficient of 0.94. Two research questions were answered in the study while the only hypothesis developed was tested using the Pearson product moment correlation at 0.05 level of significance. The study eventually established that female teachers are more committed to the teaching profession than the male teachers. Consequently, the female teachers more often than not occupy higher positions and invariably get more involved in school decision-making than their male counterparts. It was, therefore, recommended among others that governments should make the teaching profession more attractive to men in all ramifications.

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