LEADERSHIP PRACTICES AND GENDER INCLUSION AS CORRELATES OF STUDENT OUTCOMES IN SECONDARY SCHOOLS IN EDO STATE, NIGERIA

Abstract

This study examined the relationship between leadership practices, gender inclusion, and student outcomes in secondary schools in Edo State, Nigeria. Despite policy efforts to promote gender equity, disparities in leadership representation and inclusive practices persist, with implications for students’ academic performance, engagement, and psychosocial development. The study is anchored on Transformational Leadership Theory, Gender Equality Theory, and Social Learning Theory, which provide a framework for understanding how leadership behaviours and inclusive practices relate to student outcomes. A descriptive survey design was adopted. The sample comprised 450 students selected through stratified random sampling. Data were collected using a structured questionnaire validated by experts, with a Cronbach’s alpha reliability coefficient of 0.82. Descriptive statistics and Pearson correlation analysis were used for data analysis. The findings revealed significant positive relationships between leadership practices and student outcomes (r = 0.72, p < 0.01), and between gender inclusion and student outcomes (r = 0.70, p < 0.01). These results indicate that participatory leadership and gender-inclusive practices are associated with improved student outcomes. However, moderate female representation in leadership positions suggests persistent gender imbalance. The study concludes that leadership which prioritizes fairness, participation, and gender inclusion contributes significantly to improved student outcomes. It highlights the need for stronger institutional commitment to gender-balanced leadership and consistent implementation of inclusive policies to enhance educational development.