{"id":3255,"date":"2022-09-13T13:01:45","date_gmt":"2022-09-13T13:01:45","guid":{"rendered":"http:\/\/theboholtimes.com\/?p=3255"},"modified":"2022-09-20T02:03:55","modified_gmt":"2022-09-20T02:03:55","slug":"gender-preferences-in-relation-to-school-performance","status":"publish","type":"post","link":"https:\/\/theboholtimes.com\/?p=3255","title":{"rendered":"Gender Preferences in Relation to School Performance<\/i>"},"content":{"rendered":"\n
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GENDER differences have been evident in school leadership and even in other aspects of workplaces. Gender preferences and other elements of social difference like race, class, and status play an important role and they are acknowledged in the development of leadership competence. According to Fitzgerald (2013), it is impossible to create conceptualizations of leadership and management of issues of ethnicity and gender that are not taken into account. <\/p>\n\n\n\n

Analytical Psychology Theory by Carl Jung (1928). This is one of the famous personality theories in the field of psychology. It proposed that the human psyche contains both masculine and feminine natures. Regardless of gender, a person identifies himself or herself, it is inherently an androgynous entity (Jung, 1928). The personality or persona naturally takes on the gender role that one is born with.<\/p>\n\n\n

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One of the notable contributions of the theory in terms of gender is the archetypes called the anima in males or animus in females. The anima and animus are found throughout our culture. The gender preferences of the school head whether male, female, gay, lesbian, or other categories along with their distinct leadership styles are important to attain the success of their organizational goals. The assigned job responsibilities from different genders in education are equally the same, however, they have distinct qualities that they display to undertake and handle those tasks. Their leadership styles may differ from one another to function well. It is a common tendency that the management style often used is more production-oriented, thereby making the school heads more authoritative in all their dealings.<\/p>\n\n\n

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The impact of this is a more stressful and demanding school environment, especially on the part of the teachers. On the other hand, some leaders possess a kind of leadership style that is relationship-oriented, making them a good instrument for harmony and a good work climate. The competent leadership they possess can directly or indirectly affect their subordinates. Good leadership extended by the administrators to their subordinates would give a big impact on the workers to accomplish <\/p>\n\n\n\n

their responsibilities with the highest level of performance and eventually lead to a high level of work motivation and well-being.  Good leadership can result in the better mobilization of the followers to act and realize their capacity to achieve a better objective. Educational leadership has been built historically and socially as a characterization assigned to effective leaders throughout history. The school is a business that meets people’s needs for professional and intellectual development. The ability of school heads to realize and implement organizational goals and personnel is crucial. School leaders’ leadership styles, regardless of gender\u2014males, females, gays, and lesbians\u2014are critical to achieving corporate goals. Various genders in education are assigned the same job obligations, but they have different traits that they demonstrate to undertake and execute such activities. To function properly, their leadership styles may differ from one another.<\/p>\n\n\n\n

The inclusivity of gender preferences among school heads shall be given with utmost acceptance and respect.<\/p>\n\n\n\n

It is encouraged to have equal empowerment of school leaders among different gender preferences. Proactive step to making schools accepting and inclusive rather than a culture of stereotyping and discrimination.<\/p>\n\n\n\n

School heads employed various leadership styles with a majority of them utilizing the democratic style. It is recommended that school heads will address their salient leadership concerns, heighten their leadership and administrative skills and also pursue continuous professional development through training.<\/p>\n\n\n\n

Regardless of the school heads\u2019 leadership styles, it is recommended that teachers shall make sure that they extend their full cooperation to achieve the common goal of the school or learning institution.  An avenue to participate in planning, organizing, and evaluating plans shall be put in place, and seminars regarding work ethics and inculcation of professional accountability will be done periodically to enhance the intrinsic motivation of teachers. Moreover, work office supplies and equipment shall be well provided by the school to increase the extrinsic motivation of the teachers along with the establishment of a functional grievance committee to take charge of the concerns and issues of grievances.<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

GENDER differences have been evident in school leadership and even in other aspects of workplaces. Gender preferences and other elements of social difference like race, class, and status play an important role and they are acknowledged in the development of leadership competence. 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