COMPLETE SCHOOL PROJECT TOPICS & MATERIALS :
CHAPTERS: Chapter 1-5
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ABSTRACT
The research work investigates the effect of principal’s leadership behaviours and teacher’s morale in Mangu Local Government Area of Plateau State. The study was carried out based on the following research questions and hypotheses. (1)Which of these leadership styles is mostly practice by secondary school principals? (2) What are the leadership factors affecting teacher morale? (3) To what extend does the principal’s leadership behaviour affects teacher morale? Ho1: There is no significant different in the leadership styles among principals in secondary schools. Ho2: There is no significant relationship between the principals leadership behaviour and teacher morale. Thus, a total number of one hundred and ten (110) respondents were sampled for this study. The study was carried out using questionnaire which contains twenty-four items; mean score was used in analyzing the research question, whereas, chi-square and t-test were used in testing the hypothesis. However, the finding reveals that principal’s leadership styles determine the level of teacher morale in the school. Hence principals exhibit different leadership styles. These styles influence the teacher morale negatively or positively. In view of the above finding, some recommendations and suggestions were made for further studies.
CHAPTER ONE
INTRODUCTION
- BACKGROUND OF THE STUDY
Education and educational theories are constantly evolving, new curriculum and new methods of improving educational programmes offered to students. This has always been the concern of government at all tiers. However the present challenge is to find a better way to reach the students. In this regard, millions of naira is spend yearly in attempt to find new educational techniques and methods to meet these challenges.
The most fundamental concepts and ideas to improve the standard of education in Nigeria is by improving teachers motivation. Thus, Evans (1997), Hunter –Boykin and Evans (1995) described these feelings as morale which can greatly affects the motivation and achievement of both teachers and students. It is imperative to note here that, teachers have the most contact with the students. Therefore, when teachers feel positive about their position, they tend to have a tremendous influence on their students. The reverse is also true; when teachers have negative feelings about the school, they negatively influence the school and the students; it is therefore pertinent for educational leaders and school principals to be aware of factors that affect teacher’s morale as that could equally affect student’s achievement.
In the same vein, educational organization as formal organization has stated desirable and achievable objectives. Hence, Nigeria government has adopted education as an instrument per excellence for effecting national development (NPE 1998). Thus, derive towards the development of a dynamic and self-renewing calls for the early preparation of children to enable them participate effectively in national growth. This requires both able management as well as highly motivated and hard working teachers.
This study is performed to address the two districts working teachers.
This study is performed to address the two districts areas in educational organization; the teacher morale and the behaviour of school principal. The way school principal orchestrates his teachers will go a long way to determine his or her teacher’s morale and the overall effectiveness of the school programmes. However, the role of the principals has drastically changed. Principals are no longer able to manage the schools and their employees. This is always seen in their leadership behavior and actions towards the teachers. Therefore in order to run the school effectively, the principals among other things should adopt a leadership style and blend some styles together to help him or her achieve the school objectives.
It is worth mentioning that the successful implementation of the National Policy on Education (NPE) as stated in NPE (1998) depends largely on the teachers who are entrusted with the responsibility of unfolding the planned policy. Thus, the importance of this heavy national responsibility cannot be over emphasized. The actual unfolding of this dream policy will actually come true when teacher have positive feelings towards their job.
With the increase in teacher responsibility and accountability of the heavy national duty entrusted to teacher to shape the future of this nation through effective prepared of the youth, the expectation of the teachers are to facilitate learning in the classroom, ensure that students grasp information, learn skills in order to perform well in standardize examination as well as shaping the young to be responsible members of the society. Hence, with this shift to these higher accountability, teacher experience greater pressure and demands. These demands can be burdensome and cause teacher to have lower morale level or even quit the profession.
In line with this, teacher’s low morale can also be attributed to lack of efficient stimulating and satisfactory school administration cause by the principal leadership behavior. Thus, Ahupa and Dyikuk (2008) state that, harsh school rules and regulations impose on teachers bring frustration tension in them. This is also possible when human and material resources available to school are not efficiently utilized by the school principal.
In this regard, the principal has the power to influence many factors of the school. He or she has myriad of roles included in his job. Hence, the most important and influential of all these is the effect of the principal leadership behaviour on the teachers. Dyikuku (2005) observed that he principal position can influence the behaviour of the staff members. However, principal; leadership behaviour could be seen in his or her leadership style he or she patterns and designed to integrate the school objective and personal interest.
It is pertinent to note that, no organization can fully achieve its goals without the full co-operation of the human element. Therefore, it is important for principals to ensure their teachers feel they are supported in order to keep quality teacher in the profession and maintain morale in the demanding field of education Tyre & O’ Brien (2002).
Blasé and Blasé (1994) also stated that praise by the school principal provide teachers with increase efficiency self esteem and create greater motivation.
- STATEMENT OF THE PROBLEM
It has been observe that, some teachers appear dissatisfied, unhappy, uncommitted to their jobs under different principals. This group of teachers has lower morale towards their job. Thus, such groups of teachers are always prepared to quit the profession for greener pasture at the least opportunity. However, some teachers portrayed these attitudes because the principal’s leadership style imposed on them. In line with this, Nwankwo (1984) and Gyang T.S (2009) affirmed that leadership in management can serve as an important factor in lowering or boosting staff morale.
This study is to examine the effect of the principal’s leadership behaviour and teacher morale. Hence this study attempt to examine the principal’s leadership behaviour and how it significantly affects teacher morale. In light of this, the study addressed the following research questions to evaluate the stated hypotheses bellow.