Abstract
This paper focused on strategies for curbing gender stereotypes in classroom
instructional activities: implication for principal in secondary schools in Akwa Ibom
State. Survey research design was used for the study. The population of the study
was 237 principals and 2948 teachers. The sample of the study was 400 respondents,
using Yaro Yammane formula. Questionnaire was the instrument used to get
information from the respondents. The findings of the study revealed that gender
stereotypes were prevalent in public senior secondary schools and that principal
supervisory strategies were used to curb gender stereotypes in classroom
instructional activities in public senior secondary schools in Akwa Ibom State. It was
therefore recommended by the researchers that: every teacher should avoid using
derogatory gender stereotypes remarks on students during classroom instructional
activities, school management should adopt effective supervisory styles that will
encourage and promote gender equality in school that the school principals should
not take supervision as fault finding but that it should be regard as guidance for
teachers improvement. Principal supervisory style should be such that is gender
friendly, so as to encourage and guide teachers during teaching.