Motivating the Nigerian academic and non-academic staff for sustainable higher education: Insights for policy options

Nosike, Austin N.; Oguzor, Nkasiobi Silas

doi:10.15208/pieb.2011.15

Cited by 2 publications

(2 citation statements)

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“…A synthesis of 25 studies on women in educational leadership and management in Zimbabwe (Moyo et al (2020), identified 'female ways of leading' as being characterized as collegial, collaborative and caring. Similarly, Nosike and Oguzor's (2011) examined the leadership styles of male and female principals in Nigeria. Principals, teachers, and students were all asked to discuss the styles of leadership commonly adopted by male and female principals and the data show that female principals adopt a democratic style of leadership to a greater extent than men.…”

Section: Leadership Stylesmentioning

confidence: 99%

“…shows that women's leadership is more collegial, collaborative and caring than that of men. Nosike and Oguzor (2011) report that Nigerian women principals exercise more democratic styles, a view supported by Aladejana and Aladanje (2005), who state that Nigerian schools headed by women are 'better managed'. This evidence suggests that women not only have to be determined and resilient to access leadership but may also offer an approach that is more engaging of staff and stakeholders, to work towards school improvement.…”

Section: Leadership Stylesmentioning

confidence: 99%

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School Leadership and Gender in Africa: A Systematic Overview

Bush

KİREZİ²,

ASHFORD³

et al. 2022

Research in Educational Administration and Leadership

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The purpose of this article is to report the findings of a systematic review of school leadership and gender in Africa, and to identify gaps in the literature, to prompt and encourage further research. The literature search focused based on school leadership and gender, linked to all 54 African countries. The review focused on articles in non-predatory journals, plus university theses. The review provides a compelling picture of school leadership and gender in Africa, with three main findings. First, there is limited knowledge production on this important topic, with no sources identified in most African countries. Second, organisational, social and personal factors combine to inhibit women's accession to school leadership. Third, African women principals are shown to be more collegial and collaborative than men, with some evidence that they may be more effective school leaders. The article’s conclusion draws out three main implications. First, the findings indicate a strong need for ministries of education to review their recruitment and selection policies to address barriers to women's accession as school principals. Second, they show deeply embedded social attitudes that women should be focused on domestic and family responsibilities, rather than school leadership. This calls for community education programmes to address family and social attitudes. Third, while the article presents a significant picture of the extent and nature of women principals' leadership accession and enactment across the continent, further research is recommended to address knowledge gaps, especially in those African countries where there is no knowledge production on school leadership and gender.

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Section: Leadership Stylesmentioning

confidence: 99%

Section: Leadership Stylesmentioning

confidence: 99%

School Leadership and Gender in Africa: A Systematic Overview

Bush

KİREZİ²,

ASHFORD³

et al. 2022

Research in Educational Administration and Leadership

View full text Add to dashboard Cite

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Job Satisfaction and Problems among Academic Staff in Higher Education

Szromek

Wolniak

2020

Sustainability

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The role of a scientist in society is undoubtedly extremely important. This thesis was particularly confirmed by the global events of the beginning of the third decade of the 21st century, when the spread of the COVID-19 virus revealed the helplessness of humanity in the face of a pandemic. Only intensive scientific work, having an interdisciplinary character, gives hope to stop the development of the spread of the virus. It turned out that it is scientists who are necessary to reduce mortality and morbidity, as well as the negative effects of a pandemic on the economy and public health. In this regard, it is worth discussing whether the scientific work of scientists is satisfying for them? Nowadays, the scientist is demanded for immediate effects of scientific research, implementation of inventions tailored to the emerging needs, and quick solutions to the problems of a dynamically changing society. However, along with the growing social expectations towards researchers, is their work increasingly appreciated? The aim of this article is getting to assess the level of satisfaction with scientific work among researchers and to identify the factors that influence its level. The article presents the results of research conducted on a random sample of 763 academics from Poland. The conducted scientific studies have established that: (1) The level of satisfaction of researchers concerning their own scientific work depends on employment conditions, as well as the social significance of the research carried out, (2) the level of satisfaction from work is closely correlated with the scientific opportunities of researchers (that is, the possibility of academic and didactic work, contact with students and co-workers) and negatively correlated with the necessity to carry out administrative work, and (3) the majority of Polish researchers are proud of their scientific achievements and treat their profession as a passion or vocation.

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Motivating the Nigerian academic and non-academic staff for sustainable higher education: Insights for policy options

Cited by 2 publications

References 1 publication

School Leadership and Gender in Africa: A Systematic Overview

School Leadership and Gender in Africa: A Systematic Overview

Job Satisfaction and Problems among Academic Staff in Higher Education

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