GENDER IMBALANCE AND DISCIPLINE OF PUPILS IN PRIMARY SCHOOLS IN ENUGU STATE: A PHILSOPHICAL APPRAISAL

Abstract

Gender is an existential reality. It has effects on education. Three theories of gender: the traditional theory, Ann Oakley’s sociological theory and the philosophical gender theory of Judith Butler were applied to study the gender imbalance identified in the administrative implications of low retention of male teachers in Enugu State. The study used the philosophical method of investigation to evaluate an empirical study conducted in Enugu State. The empirical study investigated the effects of administrative technique of discipline and its implications on low retention of male teachers in primary schools in Enugu State. Descriptive survey method was used. Data was collected by the use of questionnaire. Mean scores and standard deviation were used for the analysis, while t-test statistic was used to test the null hypothesis at a 0.05 level of significance. Findings of the study revealed that the absence of male teachers affects discipline of pupils to a great extent. Based on the findings, recommendations made included that professional status be accorded to teaching to boost the ego of the teachers, thereby making them stay on the job. Upon philosophical analysis, it was found out that Butler’s theory of gender, among others, was unable to critically evaluate the impact of gender imbalance. It lacks practical application. Whereas, the traditional theory and Ann Oakley’s sociological theory made logical connections between the gender imbalance and real-life situation, thereby proving that gender is an existential reality. Finally, it was empirically observed that gender stereotyping by society, not only gender fairness, could result to gender imbalance, which is an existential reality.