Perceptions of Effective Behavioral Leadership Qualities, by Gender of Teachers, in the Schools for Students Who are Blind or Visually Impaired in Nigeria

Abstract

This study investigated gender similarities and differences in teachers’ perceptions of essential behavioral leadership qualities (EBLQ) for effective school leadership of principals, in the schools for children who are blind or visually impaired (SCBVI) in Nigeria. We, hence, attempted to answer three questions: 1) What were the perceived essential leadership qualities necessary for effective leadership in SCBVI in Nigeria? 2) How did men and women teachers in the Nigerian SCBVI differ in their perceptions of essential characteristics for effective leadership in their schools? 3) How did men and women teachers in the Nigerian SCBVI differ in their perceptions of effectiveness of their school principals as school leaders?The main catalyst for this study is the neglect of the Nigerian SCBVI in leadership studies, despite the importance of these schools in educating a segment of the Nigerian school children. By studying these schools, knowledge is produced about essential leadership qualities for successful leadership of the schools, as well as the perceived rates of leadership effectiveness of the principals by gender of their teachers.Findings revealed that except for one leadership characteristic (resource procurement skills) there were no significant differences, by gender of the teachers, in leadership qualities deemed essential for principal effectiveness. However, the qualities were differentially ranked based on mean scores, by gender of the teachers in the Nigerian SCBVI. This study concluded with the observation that the canon of knowledge on theories of leadership style preferences by gender did not adequately fit the leadership preference styles of the Nigerian SCBVI teachers by gender.

Keywords: Leadership, EBLQ, Educational Leadership, Leadership Effectiveness, Special Education Leadership, Leadership in Schools for the Blind