Family Influence and Teacher’s Leadership Dispositions as Determinants of Women Drop-out from Educational Programmes in a Nigerian Community

Authors

  • Emmanuel Idowu Ojobanikan Department of Educational Foundations, Alex Ekwueme Federal University, Ndufu – Alike, Ebonyi State, Nigeria
  • Onoriode Collins Potokri Department of Education Leadership and Management, University of Johannesburg, South Africa

DOI:

https://doi.org/10.23918/ijsses.v9i1p281

Keywords:

Adult Education, Literacy, Women-Student, Drop-Out, Family, Teacher-Leadership, Leadership Disposition

Abstract

This study investigated family influence and teacher leadership dispositions as determinants of women’s drop-out from adult and literacy educational programmes in rural communities with a view to understand their retention and completion of educational programmes. Qualitative research method was used to obtain data from 15 participants – women learners (10) and facilitators (5) who were selected through purposeful sampling. This study discovered that majority of women learners drop-out from adult literacy programmes as a result of family pressures and teacher leadership dispositions. The study recommends that, husbands and other family members should be sensitised and encouraged to support women educational programmes. Women education support fund should be given to women to help them complete their educational programmes. Equally, literacy facilitators should be trained and retrained to be modest in their dealings with women learners or students. The facilitators should adopt appropriate methodologies to help women learn and complete their literacy programmes.

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Published

03.04.2022

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How to Cite

Ojobanikan, E. I., & Potokri, O. C. (2022). Family Influence and Teacher’s Leadership Dispositions as Determinants of Women Drop-out from Educational Programmes in a Nigerian Community. International Journal of Social Sciences & Educational Studies, 9(1), 281-297. https://doi.org/10.23918/ijsses.v9i1p281

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