Exploring school leadership practices of addressing gender-based violence in Nigerian secondary schools

Abstract

This study explores the school leadership practices of addressing gender-based violence in the selected Nigerian secondary schools. The issue of gender-based violence in the selected Nigerian schools has been overwhelming for school leaders. The situation of gender-based violence in schools leads to the gap in leadership in Nigerian schools. The study was undergirded by two collaborative theories of Social Cognitive Learning Theory (SCLT) and Social Justice Leadership Theory (SJLT). An exploratory, qualitative research approach was used to explain the school leadership practices in tackling gender-based school violence. Using a purposive sampling technique, two schools were selected, the schools were hotspots of gender-based violence in Ado-Ekiti, Nigeria. Eighteen participants were sampled in two selected schools. Individual interviews, focus group discussions, and document analysis were employed to collect data from the participants. The data were analysed using Thematic Analysis (TA). The findings revealed that while school leaders are aware of gender-based violence in their schools, there are discrepancies in their response knowledge of the issue, their response to it, and their attitude towards providing support for the learner victims of gender-based violence. The study concludes by recommending that school leaders be better informed about the prevalence of gender-based violence and for them to be more proactive in providing support to victims of GBV. The study proposed the SRGBV model for addressing school related GBV in schools. Recommendations were made based on the study’s findings.

Hierdie studie ondersoek die praktyke van skoolleierskap in die aanspreek van geslagsgebaseerde geweld in die gekose Nigeriese sekondêre skole. Die kwessie van geslagsgebaseerde geweld in dié betrokke skole is oorweldigend vir skoolleiers en lei tot ’n gaping in leierskap. Die studie is onderlê deur twee samewerkende teorieë: die sosiale kognitiewe leerteorie en die sosiale leierskapsteorie. ’n Verkennende, kwalitatiewe navorsingsbenadering is gebruik om die praktyke van skoolleierskap in die hantering van geslagsgebaseerde geweld te verduidelik. Twee skole wat as brandpunte van geslagsgebaseerde geweld in Ado-Ekiti in Nigerië geïdentifiseer is, is deur middel van ’n doelgerigte steekproeftrekking gekies. ’n Steekproef van 18 deelnemers is uit die twee gekose skole gekies. Individuele onderhoude, fokusgroepbesprekings en ’n dokumentanalise is gebruik om data van die deelnemers in te samel. Die data is ontleed deur middel van ’n tematiese analise. Die bevindinge het getoon dat hoewel skoolleiers bewus is van geslagsgebaseerde geweld in hul skole, daar teenstrydighede bestaan in hul kennis van die kwessie, hul reaksie daarop, en hul houding teenoor die verskaffing van ondersteuning aan leerders wat slagoffers van geslagsgebaseerde geweld is. Die studie sluit af met die aanbeveling dat skoolleiers beter ingelig moet word oor die voorkoms van geslagsgebaseerde geweld en dat hul meer proaktief in die verskaffing van ondersteuning aan slagoffers moet wees. Die studie stel die Skoolverwante Geslagsgebaseerde Geweld-model vir die aanspreek van skoolverwante geslagsgebaseerde geweld voor. Aanbevelings is gemaak gebaseer op die bevindinge van hierdie studie.

Diphuputso tsena di hlahloba mekgwa ya boetapele ba sekolo ho fedisa dikgoka tsa tlhekefetso ya bong dikolong tsa Sekondari tsa Nigeria. Taba ya tlhekefetso ya bong dikolong tse hodimo tsa Nigeria e sithabeditse baetapele ba dikolo. Boemo ba tlhekefetso ya bong dikolong bo bontsha bofokodi ba boetapele dikolong tsa Nigeria. Diphuputso tsena di tsheheditswe ke dikgopolo tse pedi tse kopanetsweng tsa Social Cognitive Learning Theory (SCLT) le Social Justice Leadership Theory (SJLT). Ho ile ha sebediswa mokgwa wa ho etsa dipatlisiso tsa boleng ho hlalosa mekgwa ya boetapele ba sekolo ho lwantsha tlhekefetso ya bong dikolong tse hodimo. Ka ho sebedisa mokgwa wa ho kgetha ka sepheo, ho ile ha kgethwa dikolo tse pedi, dikolong tsena ke teng moo tlhekefetso ya bong e leng ngata sebakeng sa Ado-Ekiti, Nigeria. Bakgathatema ba 18 ba ile ba kgethwa dikolong tse pedi tse kgethilweng. Ho ile ha sebediswa dipuisano tsa batho ka bomong, dipuisano tsa dihlopha tse tsepamisitseng maikutlo le tlhahlobo ya ditokomane ho bokella deitha ho tswa ho bakgathatema. Deitha e ile ya manollwa ka mokgwa wa Tshekatsheko ya Moelelo (TA). Diphuputso di bontshitse hore le hoja baetapele ba dikolo ba tseba ka tlhekefetso ya bong dikolong tsa bona, ho na le ho se dumellane hara bona, tsebo ya bona ya taba ena, karabelo ya bona ho yona, le maikutlo a bona mabapi le ho fana ka tshehetso ho barutwana bao e leng mahlatsipa a tlhekefetso ya bong. Diphuputso di phethela ka ho eletsa hore baetapele ba dikolo ba tsebiswe ka ho ata ha tlhekefetso ya bong dikolong tsa bona hore ba potlakele ho tshehetsa mahlatsipa a GBV. Diphuputso di ile tsa etsa tlhahiso ya mohlala wa SRGBV bakeng sa ho sebetsana le GBV e amanang le sekolo. Ho ile ha etswa dikgothaletso ho latela diphetho tsa diphuputso.

Lolu cwaningo luhlola izinqubo zobuholi besikole zokubhekana nodlame olusekelwe ebulilini ezikoleni zamabanga aphezulu zaseNigeria ezikhethiwe. Udaba lodlame olusekelwe kubulili ezikoleni ezikhethiwe zaseNigeria lukhungethe abaholi bezikole. Isimo sokuhlukunyezwa ngokobulili ezikoleni siholela egebeni lobuholi ezikoleni zaseNigeria. Lolu cwaningo luqiniswe yimibono emibili yokusebenzisana ye-Social Cognitive Learning Theory (SCLT) kanye ne-Social Justice Leadership Theory (SJLT). Kusetshenziswe indlela yokuhlola, yocwaningo olusezingeni eliphezulu ukuchaza imikhuba yobuholi besikole ekubhekaneni nodlame olusekelwe ebulilini ezikoleni. Kusetshenziswa indlela yokusampula ehlosiwe, kwakhethwa izikole ezimbili, izikole zaziyisizinda sodlame olusekelwe ebulilini e-Ado-Ekiti, eNigeria. Abahlanganyeli abayi-18 bathathwe ezikoleni ezimbili ezikhethiwe. Izingxoxo zomuntu ngamunye, izingxoxo zamaqembu okugxilwe kuzo, nokuhlaziywa kwemibhalo kwasetshenziswa ukuze kuqoqwe idatha kubahlanganyeli. Idatha yahlaziywa kusetshenziswa Ukuhlaziywa Kwezihloko (TA). Imiphumela iveze ukuthi nakuba abaholi bezikole benolwazi ngodlame olubhekiswe kwabobulili obufanayo ezikoleni zabo, kunomehluko ekuphenduleni kwabo ulwazi lwalolu daba, indlela abasabela ngayo kulo, kanye nendlela ababheka ngayo ukweseka abafundi abayizisulu zokuhlukunyezwa ngokobulili. Lolu cwaningo luphetha ngokuncoma ukuthi abaholi bezikole bazi kangcono ngokudlanga kodlame olusekelwe ebulilini futhi bakhuthale ekunikezeni usizo kwabahlukunyezwa yilolu dlame (GBV). Ucwaningo luphakamise imodeli ye-SRGBV yokubhekana ne-GBV ehlobene nezikole ezikoleni. Izincomo zenziwe ngokusekelwe kulokho okutholwe ocwaningweni.