Evaluation of Job Involvement Potency of Nigerian Male and Female Managers in Education: Implications for Balancing Gender Gap in Employment (Report‪)‬

Evaluation of Job Involvement Potency of Nigerian Male and Female Managers in Education: Implications for Balancing Gender Gap in Employment. Abstract This study investigated if any difference exists in the job involvement of men and women who are in the headship of Nigeria tertiary institutions. The essence of the study is to assert or disregard the invidious discriminatory practices of not having equitable number of women at the helm of affairs of the educational system of African societies and Nigeria in particular. Data were collected from 132 education managers (83 men and 49 women) at the top echelon of tertiary institution headship, using the 'Job Involvement (Self)', instrument designed by Lodahl and Kejner (1965). Data were analyzed using the student-test, and regression statistics. Result showed among others that the tested men and women differ in their job commitment and that the variations of difference are predicated by variables other than gender, such as, age, educational qualification and work experience. It is recommended that women who are into teaching or stereotype job areas should be given opportunity to head decision-making areas in education in order to achieve internal system efficiency and to sustain the standard of education.