PRINCIPAL’S LEADERSHIP BEHAVIOUR AND TEACHER’S MORALE IN SOME SELECTED SECONDARY SCHOOLS IN MANGU LOCAL GOVERNMENT AREA OF PLATEAU STATE.
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.