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Hi, I am looking for someone to write an article on effectiveness of male and female educational leaders Paper must be at least 1250 words. Please, no plagiarized work!

Hi, I am looking for someone to write an article on effectiveness of male and female educational leaders Paper must be at least 1250 words. Please, no plagiarized work! Only 4(44.4%) of males and 3(27.3%) of females agreed that educational leaders should demonstrate qualities of effective communication, confidence, and commitment. Majority of the respondents were in agreement that good educational leaders should demonstrate leadership in curriculum development and also show good teacher behaviors (see Figure 1). Consequently, the study was unable to prove that the rule of 3Cs’ (communication, confidence, and commitment) is effective for students as leaders. From the figure, it is evident that only a small proportion of respondents (33.3% males and 18.2% of females) believed that teaching influence is an important leadership quality in the education sphere. A slightly higher number of respondents (44.4% males and 27.3% females) thought that the leadership qualities of communication, confidence, and commitment are not as important as leadership in curriculum development and teacher behavior. One sample t-test was conducted using SPSS to test the mean value of male and female respondents who were in agreement that gender roles had to be considered due to the fact that male leaders are better in coordinating students and giving orders while female students demonstrate good skills in explanation and communication. Shapiro-Wilk test of normality was also done to know if the mean distribution of the responses was normal to give credence to the assertion that gender roles are important in considering leaders in educational settings. The results of the tests are demonstrated in Table 1 and Table 2. Drawing from the tables, it is clear that no significant relationship was found between gender roles and leadership in educational settings as the p-values from the one-sample test and the test of normality are less than 0.05 (the level of significance normally used for the tests). Consequently, the hypothesis that gender role is not important in an educational process because students are not usually bothered by their gender differences was proved. Overall, the calculated mean effect size demonstrates that there was no statistically significant difference between the perceptions of male and female participants with regard to the importance of gender roles in shaping effective leaders in the sphere of education. The findings of this study differed from the results of other studies (e.g., Dunlap & Kladifko, 2015. Supovitz, 2015) that demonstrated effective communication, confidence, and commitment are core qualities of a leader in educational settings. The small sample size used in this study could perhaps explain the differences in findings as to the mentioned studies utilized large representative samples. Nevertheless, the finding that leaders in educational settings should demonstrate adequate leadership in curriculum development is consistent with the results of scholars who found that the capacity to develop the curriculum is a core component of leaders in educational settings (Fleet et al., 2015). In gender roles, the findings of this study reinforced the assertions of several scholars (e.g., Fuller, 2014. Kis & Konan, 2014. White & Ozkanii, 2011) who found gender not to be an important factor in deciding one’s leadership capabilities in educational settings. Overall, the findings of this study are important in reinforcing the fact that female educational leaders can be as effective as their male counterparts when given the opportunity to lead educational institutions. However, more research needs to be undertaken to investigate if environmental factors (e.g., school location, funding, etc) affect the capacity of educational leaders to lead effectively based on their gender.

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