THE PERFORMANCE AND CHALLENGES OF FEMALE LECTURERS IN UNIVERSITIES

Background to the study

Nigeria is one of the African countries where women have made progress in terms of education and employment. However, despite their increasing numbers in the academic sector, female lecturers still face challenges in terms of job performance and career development. This situation is particularly relevant to universities, where the gender gap in academia is significant. According to the 2019 data from the National Universities Commission (NUC), women make up only 38% of academic staff in Nigerian universities, and only 22% of them are in senior positions. Moreover, there is evidence of gender discrimination, harassment, and unequal access to resources and opportunities that affect female lecturers’ performance and career progression Adeleye  (2019).

The representation of women in academia has improved in many countries, including Nigeria, over the past decades. However, despite the increasing number of women in academic positions, gender disparities persist in terms of job performance and career advancement. This situation is particularly relevant to female lecturers who face challenges that affect their job performance and professional development.

One of the challenges that female lecturers encounter is gender discrimination, which is often based on cultural and social norms that limit women’s access to resources and opportunities. Discrimination in the academic sector can take various forms, including unequal pay, promotion denial, and harassment, which can negatively affect female lecturers’ job satisfaction and performance Akinade & Ayodele(2019).

Another challenge for female lecturers is the balance between work and family responsibilities. In Nigeria, as in many African countries, women are expected to fulfill traditional gender roles, such as caregiving and domestic work. These roles can conflict with academic demands and limit women’s time and energy for research and teaching. Moreover, the lack of institutional support for work-life balance can make it challenging for female lecturers to maintain their professional careers and personal lives.

The role of female lecturers in higher education institutions has been on the rise in recent years. However, despite their increasing numbers, they continue to face significant challenges in their professional lives. This essay will explore the performance and challenges faced by female lecturers in higher education institutions, using relevant literature to support the arguments.

Research has shown that female lecturers tend to perform at the same level as their male counterparts, if not better. A study conducted by Frith and Gleeson (2004) found that female lecturers demonstrated better communication skills, more engaging teaching styles, and greater willingness to adapt their teaching methods to meet the needs of their students. Another study by Lammers et al. (2019) found that female lecturers were more effective in promoting student learning outcomes and academic success than their male counterparts.

Despite their performance, female lecturers continue to face significant challenges in their professional lives. One of the main challenges is the gender bias that exists in higher education institutions. Research has shown that female lecturers often receive lower salaries and fewer opportunities for promotion than male lecturers (Dobbins & Platz, 2019). This is due to gender stereotypes that are deeply ingrained in our society, which assume that women are less competent and less committed to their careers than men.

Another challenge faced by female lecturers is the work-life balance. Many female lecturers have to juggle their professional responsibilities with their family responsibilities, which can be particularly challenging for those with young children. Research has shown that this can lead to high levels of stress and burnout, which can have a negative impact on their performance (Lent et al., 2019).

Female lecturers also face challenges related to gender discrimination and harassment. Research has shown that female lecturers are more likely to experience sexual harassment and discrimination than their male counterparts (Kaur & Singh, 2019). This can lead to a hostile work environment and can negatively impact their mental health and well-being.

Female lecturers perform at the same level as their male counterparts, if not better. However, they continue to face significant challenges in their professional lives, including gender bias, work-life balance, and discrimination and harassment. To address these challenges, higher education institutions need to take proactive steps to promote gender equality and create a supportive work environment for female lecturers. This could include measures such as equal pay, flexible work arrangements, and anti-discrimination policies. By doing so, we can ensure that female lecturers are able to achieve their full potential and contribute to the academic community in a meaningful way.

Statement of the problem:

The performance and challenges of female lecturers in universities in Nigeria have become a critical issue for academic stakeholders, policymakers, and researchers. Despite some studies on gender inequality in Nigerian universities, there is still a lack of empirical research that investigates the factors affecting female lectuers’ performance and career advancement. This study aims to fill this gap by exploring the challenges faced by female lecturers in Nigerian universities and how these challenges affect their job performance and career prospects.

 

 

Research questions

1. What are the factors that contribute to the performance of female lecturers in universities?
2. What are the challenges faced by female lecturers in universities and how do they impact their performance?
3. How do female lecturers in universities perceive their professional development opportunities and support?
4. How can universities support and empower female lecturers to improve their performance and overcome challenges?

Objectives of the study

The objective of the study is on The performance and challenges of female lecturers in universities in FCT.

The specific objectives of the study are;

1. To identify the factors that contribute to the performance of female lecturers in universities.
2. To analyze the challenges faced by female lecturers in universities and their impact on their performance.
3. To explore the perceptions of female lecturers in universities regarding their professional development opportunities and support.
4. To propose strategies for universities to support and empower female lecturers to improve their performance and overcome challenges.

 

Scope of the study

The study will focus on evaluating the performance and challenges of female lecturers in universities in FCT, using a sample of 100 respondents and both primary and secondary data collection methods. The study aims to provide recommendations on how to improve the performance of female lecturers and address the challenges they face in their academic careers.

Significance of the study

The significance of the study on the performance and challenges of female lecturers in universities in FCT is multifaceted and can be described as follows:

1. Gender equity and inclusion: The study will contribute to promoting gender equity and inclusion in the academic sector by highlighting the challenges faced by female lecturers in universities in FCT. It will provide insights into the factors that hinder the career advancement of female lecturers and offer recommendations for addressing them.
2. Career advancement: The study will help to identify the factors that affect the performance of female lecturers in universities in FCT and offer recommendations for improving their performance. This will contribute to the career advancement of female lecturers and help them to achieve their full potential.
3. Quality of education: The study will contribute to improving the quality of education in universities in FCT by addressing the challenges faced by female lecturers. Female lecturers play a crucial role in the delivery of quality education, and addressing their challenges will contribute to improving the quality of education in universities.
4. Policy development: The study will provide evidence-based information that can be used to develop policies and strategies aimed at promoting gender equity and inclusion in the academic sector. It will also contribute to the development of policies aimed at improving the performance of female lecturers in universities in FCT.
5. Research contribution: The study will contribute to the existing literature on gender equity and inclusion in the academic sector. It will provide new insights into the challenges faced by female lecturers in universities in FCT and offer recommendations for addressing them. This will add to the body of knowledge on the subject and provide a basis for further research.

In summary, the study on the performance and challenges of female lecturers in universities in FCT is significant because it contributes to promoting gender equity and inclusion in the academic sector, improving the quality of education, contributing to policy development, and adding to the body of knowledge on the subject.