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Volume. 6, Number 8; August - 2021 

 

 

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ASSESSMENT OF WORK BEHAVIOUR OF TEACHERS UNDER 

THE ADMINISTRATION OF FEMALE HEAD TEACHERS IN 

PRIMARY SCHOOLS IN ENUGU STATE 
 

 

Rev.Fr. Barr Onubuleze Franklin kelechi (Ph.D) and Onyia Basil C. Ph.D. 
Department of Educational Management, Faculty of Education, Enugu State University of Science 

and Technology (ESUT) Enugu, Nigeria 

 
 
Keywords: 
Primary School, 
Teacher Work 
Behaviour, Female 
Head Teachers, 
Administration, 
Decision making, 
Discipline 
 

 ABSTRACT  
The study assessed work behaviour of teachers under the 
administration of female head teachers in primary schools in Enugu 
State. Two research questions guided the study while two null 
hypotheses were tested at 0.05 level of significance. A descriptive 
survey research design was adopted for this study. The population 
for the study was 160 respondents which comprised 36 female head 
teachers and 124 teachers. The researcher did not sample the 
population because it is manageable. The instrument for data 
collection was a researcher-developed questionnaire titled “Work 
Behaviour of Teachers under the Administration of Female Head 
Teachers’ Questionnaire (WBTAFHTQ)”. The questionnaire was 
validated by three research experts. The reliability of the instrument 
was determined using Cronbach Alpha in which .79 was gotten for 
cluster A and .10 for cluster B with an overall reliability index of .80 
which made the instrument highly reliable. Mean and standard 
deviation were used for answering the research questions. t-test 
statistic was used for testing the hypotheses at .05 level of 
significance. The findings of the study revealed among others that 
teachers are involved in the decision-making process under the 
administration of female head teachers in primary schools in Enugu 
State. Based on the findings of the study, the researcher 
recommended among others that workshops and seminars should be 
organized by the Ministry of Education for the female head teachers 
in order to avail them other critical areas in which teachers can be 
involved in decision making process. 

 

 

                                                                   

Introduction 

     Education is the key instrument for human 

capital development as well as the basic tool for 

national development. It is the key upon which 

all aspects of national life rest. No nation can 

develop more than the quality of education it 

can provide (Federal Republic of Nigeria (FRN), 

2013). Aguba in Agugu and Bua (2019), defined 

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education as a virtue and the purpose of 

education is morality and usefulness to one’s 

society. Whether it is traditional or western 

education, the purpose is the same; to equip the 

individual to progressively control his own 

affairs positively and contribute to societal 

development (Agugu and Bua, 2019). Education 

is seen as an instrument for achieving 

socioeconomic and technological growth and 

development of any nation. It is said to be the 

most important weapon to produce a total 

person with the appropriate skills, knowledge, 

attitude and values required to live a fulfilled 

life (Arogundade and Belo, 2019). 

     Education at the primary school level which 

is the focus of this study is the education given 

to children aged 6-12 years (FRN, 2013). 

Primary education provides learning and 

educational activities typically designed to 

provide students with fundamental skills in 

reading, writing and mathematics (i.e. literacy 

and numeracy) and establish a solid foundation 

for learning and understanding core areas of 

knowledge (Eze, 2016). The Federal Republic of 

Nigeria in her national Policy on Education 

stated the objectives of primary education to 

include: 

a. Inculcate permanent literary, numeracy 

and the ability to communicate 

effectively; 

b. Lay a sound basis for scientific, critical 

and reflective thinking; 

c. Promote patriotism, fairness, 

understanding and national unity; 

d. Instill social, moral norms and values in 

the child; 

e. Develop in the child the ability to adapt 

to the changing environment; and 

f. Provide opportunities for the child to 

develop life manipulative skills that will 

enable the child function effectively in 

the society within the limits of the child’s 

capability.  

     In pursuance of the above goals, FRN (2013) 

posed that primary education shall be tuition 

free, universal and compulsory. However, the 

primary education in Nigeria is riddled with 

crises of various dimensions and magnitude 

such as indiscipline among the teachers, 

lateness to school by some teachers, not 

adhering to school rules and regulations 

(Omoregie, 2015). The above mentioned 

challenges facing the primary education have 

affected the quality of instructional delivery and 

pupils’ academic performance (Ajayi, 2015). 

Ajayi (2015), further stated that these problems 

could be attributed to several factors including 

work behaviour of the teachers. 

     The teachers are in charge of making sure 

that quality instruction is delivered to the 

students. Teachers are those who take care of 

the educational needs of children in general 

classrooms, and provide instruction to the 

children in the schools (Okeke in Oluka, 2014). 

Teachers are the most fundamental and crucial 

resources in education system at any level, this 

is because the strength of an educational system 

largely depends upon the quality and quantity of 

its teachers (Agboola and Offong, 2018). 

Oyetunde (2012), stated that a teacher is a 

person who has undergone approved 

professional training in education at 

appropriate level capable of imparting 

knowledge, attitudes and skills to the learners. 

All these are geared towards achieving the 

stated objectives of the school, and primary 

education in general.  

     The work of the teacher is of course very vital 

for the success of any educational enterprise. 

Idowu (2017), opined that apart from the 

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learner, the teacher remains the most important 

single factor in any educational system. 

Teachers are in charge of making sure that 

quality instruction is delivered to the students, 

hence the need for effective administration of 

primary education. 

     Administration is a social process concerned 

with identifying, maintaining, motivating, 

controlling and unifying formally and 

informally organized human and material 

resources within an integrate system designed 

specifically to achieve predetermined objectives. 

Administration is generally defined as the 

process of working with and through others to 

efficiently accomplish organizational goals 

(Aguba in Okenwa and Igbo, 2013). According 

to Unachukwu (2014), administration is the 

process of mobilizing all factor resources for the 

achievement of pre-determined goals and 

objectives of education. School administration 

according to Ukpong (2016), is the ability of 

teachers to utilize the scarce factor resources to 

influence students positively towards learning.  

     In addition, school administration involves 

managing, administering the curriculum and 

teaching, discipline, examination and 

evaluation. Nwankwo (2010), defined 

educational administration as the arrangement 

of human, material resources and programmes 

available for education and carefully using them 

systematically for the achievement of articulated 

educational objectives. The head of 

administration in primary schools is the head 

teacher. 

     A head teacher is a teacher who is in charge 

of a school. Head teachers are internal 

supervisors who help to guide the teachers 

towards effective teaching and learning which 

occur in each classroom (Fisher in Nwogbo, 

2012). According to Nwaham in Chime (2015), a 

head teacher is viewed as the position occupied 

as well as task and responsibilities performed in 

the primary schools. Head teachers develop and 

implement school development plan, keeps 

records both statutory and non-statutory in 

addition to leading teaching and learning in 

schools. The head teacher plays the role of an 

administrative and professional leader making 

her directly responsible for the control primary 

schools. In Nigeria, leadership in almost every 

arena has been male dominated. According to 

Momoh and Obiweluzor (2015), women have to 

balance work and family responsibilities yet 

they have the same amount of time as their male 

counterparts. These have led to series of 

challenges which include poor instructional 

delivery, bad leadership style and indiscipline. 

However, the female head teacher as an 

administrator leads the primary school towards 

achieving its aims and objectives. The female 

head teachers’ administrative style might be 

significant factor of work behaviour of the 

teachers (Ajayi, 2015). 

     Behaviour is the activity of living organisms. 

According to Arguris and Schon in Asiegbu 

(2011), work behaviour is defined as all the 

actions, activities and reactions of members of 

organizations towards achievements of the 

organizational goals. Human behaviour is the 

entire gamut of what people do including 

thinking and feeling (Skinner in Cautilli, 2015). 

Human behaviour refers to the ranges of 

behaviour exhibited by humans and which are 

influenced by a culture, attitudes, emotions, 

values, ethics, authority, rapport, hypnosis, 

persuasion, coercion and/or genetics 

(Mcinerney, 2015). Nwachukwu and Anyanwu 

(2016), posited that behaviour is any activity of 

an organism which is either overt or covert. 

They described overt behaviour as observable 

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behaviour while covert behaviour include 

human activities such as thinking, feeling and 

mental processes that can bring about reactions 

such as laughing and crying amongst others. In 

the context of this study a teacher’s work 

behaviour is referred to the behaviour of the 

teacher in the work place. Teacher work 

behaviour under female head teachers’ 

administration will focus on commitment to 

school functions, discipline, adherence to school 

rules and regulations and instructional delivery. 

     Teacher commitment is an essential 

component for quality education. Mowday 

(2015) defined commitment to school 

as teachers' belief and acceptance of the goals 

and values of the school and their strong desire 

to keep up involvement in the school. Teacher 

commitment is defined as teachers' 

psychological attachment to the teaching 

profession, to professional institutions, and to 

colleagues, parents, and students (Firestone and 

Pennell, 2013). Commitment provides teachers 

the love, desire and energy they need to perform 

better. Committed teachers are thought to be 

more satisfied with teaching and always strive 

for accomplishing a good instruction (Somech 

and Bogler, 2014). A committed teacher is also 

one who is disciplined in the course of doing his 

job. 

     Discipline is another aspect of teacher work 

behaviour. Onyali (2014) viewed discipline as 

the sum of educative efforts, including the 

teaching process, the process of character 

shaping, submission to rules and authority as 

well as the development of trust. Discipline is an 

important component of human behaviour. 

Discipline helps not only to regulate people’s 

reactions to various situations but also regulates 

human conducts and relations with others 

(Ajibola and Ali, 2014). A disciplined teacher 

is one that has established a goal and is willing 

to achieve that goal at the expense of his/her 

individuality. It is the assertion of will power 

over more base desires, and is usually 

understood to be synonymous with self-control 

(Ajayi, 2015). When teachers are involved in 

decision making in the schools, they might be 

disciplined. 

     Decisions, according to Duze (2011) are made 

towards solving immediate and remote 

problems all aimed at achieving set goals and 

objectives effectively and efficiently. Effective 

schools do not come about magically. They are 

the result of careful planning and strategic 

decision-making. Decision making is an 

essential element in the administration of 

educational organizations worldwide existing in 

most of the activities done by administrators, 

such as planning, constructing, and mentoring. 

     The worries of the researcher in this study 

are based on the academic performance of 

primary school students and poor moral of 

teachers in the course of performing their 

duties. In Enugu State, the work behaviour of 

teachers under the administration of female 

head teachers is uncertain, hence the need for 

this study. Primary education sector in Enugu 

State as observed by the researcher has been 

faced with numerous challenges ranging from 

poor instructional delivery and indiscipline 

among others. These challenges have led to poor 

academic performance of students in primary 

education sector. Stakeholders have blamed the 

teachers for not doing their jobs efficiently 

which has hampered the realization of the 

objectives of primary education in Enugu State, 

Nigeria. Based on the above discourse, the 

researcher assessed the work behaviour of 

teachers under the administration of female 

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head teachers in primary schools in Enugu 

State. 

Statement of the Problem 

     One of the most serious problems tending to 

undermine the quality of primary education in 

Nigeria is the unethical behaviour of teachers. 

Over the years, there have been some influxes of 

ethical violations with administrators in the 

primary schools. The unethical behaviours of 

some teachers include lateness to school, poor 

instructional delivery, involvement in 

examination practice, indiscipline and 

becoming so erratic to school administrators 

and pupils. These problems could be attributed 

to several factors including of course the work 

behaviour of the teachers and leadership 

behaviour of the head teachers in schools. Most 

teachers engage in act of indiscipline because 

they do not adhere to the school rules and 

regulations under the administration of female 

head teachers. Head teachers are appointed to 

ensure quality, unity of purpose and efficiency 

in primary schools. Female head teachers most 

of the times are unapproachable, autocratic, 

bossy, aggressive, rigid, too strict, harsh, easily 

irritated among others. It is not known how the 

teachers under such female head teachers react 

to these attributes, hence the need for this 

study. The problem of this study when put in a 

question form is therefore, “What is the nature 

of work behaviour of teachers under the 

administration of female head teachers in 

primary schools in Enugu State? 

Purpose of the Study 

     The general purpose of the study is to assess 

the work behaviour of teachers under the 

administration of female head teachers in 

primary schools in Enugu State. Specifically, the 

study seeks to: 

1. determine the work behaviour of 

teachers under the administration of 

female head teachers in primary schools 

in Enugu State in the aspect of discipline; 

2. ascertain the work behaviour of teachers 

under the administration of female head 

teachers in primary schools in Enugu 

State in the aspect of decision making. 

Research Questions 

The following research questions guided the 

study: 

1. What is the nature of work behaviour of 

teachers under the administration of 

female head teachers in primary schools 

in Enugu State in the aspect of 

discipline? 

2. What is the nature of work behaviour of 

teachers under the administration of 

female head teachers in primary schools 

in Enugu State in the aspect of decision 

making? 

Hypotheses 

The following null hypotheses were formulated 

and tested at .05 level of significance: 

HO1: There is no significant difference in the 

mean ratings of head teachers and 

teachers on the nature of work behaviour 

of teachers under the administration of 

female head teachers in primary schools 

in Enugu State in the aspect of discipline.   

HO2: There is no significant difference in the 

mean ratings of head teachers and 

teachers on the nature of work behaviour 

of teachers under the administration of 

female head teachers in primary schools 

in Enugu State in the aspect of decision 

making. 

Research Method 

     A descriptive survey research design was 

adopted for this study. According to Nworgu 

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(2015) descriptive survey research design is 

used in preliminary and exploratory studies 

because it allows researcher(s) to gather 

information, summarize, present and interpret 

for the purpose of clarification. This study was 

conducted in Enugu East Local Government 

Authority. The population for the study was 160 

respondents which comprised 36 female head 

teachers and 124 teachers. The researcher did 

not sample the population because it is 

manageable. The instrument for data collection 

was a researcher-developed questionnaire titled 

“Work Behaviour of Teachers under the 

Administration of Female Head Teachers’ 

Questionnaire (WBTAFHTQ)”. The 

questionnaire consisted of 10 items. The 

questionnaire was validated by three research 

experts. Two of the experts were from the 

Department of Educational Management, and 

one from Measurement and Evaluation Unit, 

Department of Mathematics and Computer 

Education, all from Faculty of Education, Enugu 

State University of Science and Technology 

(ESUT).  

     The reliability of the instrument was 

determined using Cronbach Alpha in which .79 

was gotten for cluster A and .10 for cluster B 

with an overall reliability index of .80 which 

made the instrument highly reliable. A 4 point 

rating scale of Strongly Agree (SA), Agree (A), 

Disagree (D) and Strongly Disagree (SD) was 

used. The researcher was assisted by two 

research assistants in the administration and 

collection of data. In rating the computed mean, 

any mean scores from 2.50 and above was 

regarded to as “agree” while items that fell 

below 2.50 were regarded as “disagree”. The 

criterion mean of 2.50 was gotten by summing 

up the weighted options (4+3+2+1=10) and 

dividing it by total number of response options 

(4) as follows; 10/4=2.50. -test statistic method 

was used for testing the hypothesis at .05 level 

of significance. The decision rule for the 

hypothesis was that hypothesis was not 

significant when the t-calculated value was less 

than the critical table value, but significant 

when the t-calculated value was greater than or 

equal to the critical table value. 

Data Analysis and Results Presentation 

Research Question 1: What is the nature of 

work behaviour of teachers under the 

administration of female head teachers in 

primary schools in Enugu State in the aspect of 

discipline? 

 

 

  

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Table 1: Mean ratings of female head teachers and teachers on work behaviour of 

teachers under the administration of female head teachers as regards discipline 

             ITEMS Female Head 

Teachers 36 

                                       

   Teachers 124 

             

S/N Under the female teachers’ administration: Mea

n 

SD Dec

. 

Mea

n    

SD Dec

. 

1. some teachers come to school late.  2.36 0.89 D 2.32 0.96 D 

2. some teachers abuse alcohol and other drugs and 

substances in school.  

2.36 0.96 D 2.31 0.90 D 

3. some teachers disrespect fellow teachers and school 

administration.  

2.31 0.90 D 2.34 0.84 D 

4. some teachers lack lesson notes.  2.30 0.96 D 2.33 0.99 D 

5. some teachers fail to mark students’ exercise books 

and tests.  

2.31 0.95 D 2.33 0.89 D 

              Cluster Mean 2.33 0.9

3 

D 2.33 0.9

2 

D 

 

     

Table 1 shows the mean ratings and standard 

deviation of female head teachers and teachers 

on the work behaviour of teachers under the 

administration of female head teachers as 

regards discipline. The female head teachers’ 

mean range from 2.30 to 2.36, while their 

teachers’ mean range from 2.31 to 2.34. They 

have cluster means of 2.33 and 2.33 as well as 

standard deviations of 0.93 and 0.92 

respectively. The responses from both female 

head teachers and teachers revealed that 

teachers are not disciplined under the 

administration of female head teachers in 

primary schools in Enugu State.  

 

 

  

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Research Question 2: What is the nature of work behaviour of teachers under the administration 

of female head teachers in primary schools in Enugu State in the aspect of decision making? 

Table 2: Mean ratings of female head teachers and teachers on work behaviour of 

teachers under the administration of female head teachers in the aspect of 

decision making 

                     ITEMS Female Head 

Teachers 36 

                                       

   Teachers 124 

             

S/N Under the female head teachers, 

teachers are involved in: 

Mean   SD Dec. Mean     SD Dec. 

6. planning of school curriculum. 2.66 1.01 A 2.61 0.88 A 

7. school budgeting. 2.58 0.95 A 2.66 0.91 A 

8. students’ personnel administration. 2.77 0.89 A 2.50 1.01 A 

9. procurement of school facilities. 2.51 0.91 A 2.59 0.85 A 

10. admission process of students. 2.55 0.99 A 2.55 0.99 A 

                 Cluster Mean 2.61 0.95 A 2.58 0.93 A 

   

  Table 2 shows the mean ratings and standard 
deviation of female head teachers and teachers 
on the work behaviour of teachers under the 
administration of female head teachers in the 
aspect of decision making. The female head 
teachers’ mean range from 2.51 to 2.77, while 
their teachers’ mean range from 2.50 to 2.66. 
They have cluster means of 2.61 and 2.58 as well 
as standard deviations of 0.95 and 0.93 
respectively. The responses from both female 
head teachers and their teachers revealed that 
teachers are involved in the decision making 

process under the female head teachers’ 
administration in primary schools in Enugu 
State. 
Hypotheses 

HO1: There is no significant difference in the 
mean ratings of head teachers and 
teachers on the nature of work behaviour 
of teachers under the administration of 
female head teachers in primary schools 
in Enugu State in the aspect of discipline.   

 

Table 3: Summary of t-test Analysis of the Mean Ratings of Female Head Teachers and 

their Teachers on the Work Behaviour of Teachers under the administration of 

Female Head Teachers in the aspect of discipline 

Group n Mean SD     df t-cal t-crit Decision 

Female Head 
teachers 

36 2.33 0.93  
   
    158 

 
 

0.00 

 
 

1.96 

 
Ho1 is not 
rejected 

Teachers 124 2.33 0.92     
 

    

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 Table 3 shows that t-cal of 0.00 is less than the 

t-crit of 1.96 at .05 alpha level of significance 

with 158 degree of freedom. This means that 

there is no significance difference between the 

mean ratings of female head teachers and their 

teachers on the work behaviour of teachers 

under the administration of female head 

teachers in the aspect of discipline. 

HO2: There is no significant difference in the 

mean ratings of head teachers and 

teachers on the nature of work behaviour 

of teachers under the administration of 

female head teachers in primary schools 

in Enugu State in the aspect of decision 

making. 

 

 

Table 4: Summary of t-test Analysis of the Mean Ratings of Female Head Teachers and 

their Teachers on the Work Behaviour of Teachers under the administration of 

Female Head Teachers in the aspect of Decision Making 

Group n Mean SD     df t-cal t-crit Decision 

Female Head 

teachers 

36 2.61 0.95  

   

    158 

 

 

0.09 

 

 

1.96 

 

Ho2 is not 

rejected 

Teachers 124 2.58 0.93     

 

     

Table 4 shows that t-cal of 0.09 is less than the 

t-crit of 1.96 at .05 alpha level of significance 

with 158 degree of freedom. This means that 

there is no significance difference between the 

mean ratings of female head teachers and their 

teachers on the work behaviour of teachers 

under the administration of female head 

teachers in the aspect of decision making. 

Summary of Data Analyses      

From the results of data analyses, the following 

were found: 

1. The responses from both female head 

teachers and teachers revealed that 

teachers are not disciplined under the 

administration of female head teachers in 

primary schools in Enugu State. 

2. Both female head teachers and their 

teachers revealed that teachers are 

involved in the decision making process 

under the female head teachers’ 

administration in primary schools in 

Enugu State. 

3. There was no significance difference 

between the mean ratings of female head 

teachers and their teachers on the work 

behaviour of teachers under the 

administration of female head teachers in 

the aspect of discipline. 

4. There was no significance difference 

between the mean ratings of female head 

teachers and their teachers on the work 

behaviour of teachers under the 

administration of female head teachers in 

the aspect of decision making. 

Discussion of Findings 

     The finding of the study revealed that 

teachers are not well disciplined under the 

administration of female head teachers in 

primary schools in Enugu State. The 

respondents stated that teachers under the 

female head teachers do not adhere to the laid 

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down rules the schools system. The finding is in 

line with Oziambo (2013), who stated that 

teachers working under female head teachers 

tend not to be disciplined because most female 

head teachers tolerate any form of indiscipline. 

The null hypothesis tested revealed that there 

was no significance difference between the 

mean ratings of female head teachers and their 

teachers on the work behaviour of teachers 

under the administration of female head 

teachers in the aspect of discipline. 

     It was found in this study that the teachers 

under the female head teachers administration 

are involved in the decision making process in 

primary schools in Enugu State. The findings 

revealed that teachers are involved in planning 

of school curriculum, school budgeting, 

students’ personnel administration, 

procurement of school facilities and admission 

process of students.   This finding is in 

agreement with Duze (2011) who stated that, the 

involvement of teachers in decision-making is 

very important because of their direct 

relationship with the students. This is an 

important aspect in that teachers, who are 

always with the students’ need to have a 

personal assessment in order to identify their 

areas of challenges and make proper 

recommendations to the head teachers. Further 

finding revealed that there was no significance 

difference between the mean ratings of female 

head teachers and their teachers on the work 

behaviour of teachers under the administration 

of female head teachers in the aspect of decision 

making. 

Conclusions  

     The study centered on the assessment of 

work behaviour of teachers under the 

administration of female head teachers in 

primary schools in Enugu State. From the 

findings of the study, it is clear that female head 

teachers involve teachers in decision making 

process in the school. Also, teachers were not 

well disciplined in the course of performing 

their duties.  

Recommendations 

Based on the findings of the study, the following 

recommendations were made by the researcher: 

1. Workshops and seminars should be 

organized by the Ministry of Education 

for the female head teachers in order to 

avail them other critical areas in which 

teachers can be involved in decision 

making process.  

2. The state government should introduce 

an award that would promote excellence. 

This will help to promote the discipline 

among the teachers.  

 

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