Gender's impact on teachers' perceived training, societal status, and remuneration in Ekiti State secondary schools, Nigeria

Abstract

Teachers' performance in the teaching profession is dependent on many factors. Amongst these are their perceived training, societal status, and remuneration, with respect to their gender. This study assessed the impact of gender on teachers' perceived training, societal status, and remuneration in Ekiti State secondary schools, Nigeria. The gender schema and the Equity theory were appropriated for the study. The study adopted the survey research type of the quantitative design. The population of this study was the entire teachers in Ekiti state secondary schools, Nigeria. The sample for this study (222 teachers) were selected using the multistage sampling procedure. A self-developed questionnaire "Teachers' Training, Remuneration, and Societal Status Questionnaire". The reliability of the instrument used for this study was determined by the Cronbach Alpha Method with a coefficient index of 0.82. Data were analyzed using Description Statistics (frequency counts and percentages), and the Pearson moment correlation. Results revealed that teachers in Ekiti state secondary schools have a positive perception towards their training/preparedness in becoming a practicing teacher and their societal status; negative perception towards their remuneration; teachers' gender is positively related to their perceived remuneration, but negatively related to their perceived societal status and training. It was recommended that remuneration and incentives for teachers be increased, and teachers accorded equal rights, privileges, and opportunities irrespective of their gender.