THE RELATIONSHIP BETWEEN THE SCHOOL PRINCIPAL’S LEADERSHIP BEHAVIOUR AND THE COUNSELLORS’ MORALE

Format: MS WORD |  Chapter: 1-5 |  Pages: 65-80

THE RELATIONSHIP BETWEEN THE SCHOOL PRINCIPAL’S LEADERSHIP BEHAVIOUR AND THE COUNSELLORS’ MORALE

ABSTRACT

This study of four suburban schools, two high schools, and two elementary schools, investigated how the leadership behaviors of the principal can affect the morale of the teaching staff. Questions answered included the role of participatory management and its relationship with the level of morale, differences between elementary and secondary teachers in their preference for certain leadership behaviors, differences in principal’s perceptions of his/her leadership behaviors and the perceptions of teachers, differences in principal’s perceptions of the level of morale of the staff and the perceptions of teachers, and identification of behaviors of the principal that contribute to job satisfaction and job dissatisfaction of the teaching staff.^ The methodology used was survey, interview and observation. data was collected through the academic year, 1987-1988. Data sources included recorded observation by the researcher, interviews of principals and teachers, and questionnaires completed by principals and teachers.^ Significant findings of the study include: (1) The school whose teachers perceived themselves to have the highest morale was the school whose teachers also perceived themselves to have more participation in the organization of the school. (2) The only difference between secondary and elementary teachers in their preference for certain leadership behaviors was that secondary teachers preferred more control over the review of overall policies. (3) In all schools the principal perceived the character of the relationship between principal and teachers as more participative than what teachers perceived. (4) In all schools the principal perceived the level of morale higher than what teachers perceived. (5) Characteristics and behaviors of the principal that teachers stated made their jobs more satisfying were support for teachers’ concerns, positive feedback and encouragement, concern for the school’s success, visibility, dedication toward the achievement of success of the school, involving teachers in decision-making, good communication, consistency, pleasantness, honesty, consideration, and strength of character. (6) Characteristics and behaviors of the principal that teachers stated made their jobs dissatisfying included a lack of visibility, a lack of teacher involvement in decision-making, being too directive, being unsupportive of teachers’ concerns, not listening to teachers’ input, making snap judgments, being inconsistent in judgement, and a lack of communication and enthusiasm.

CHAPTER ONE

INTRODUCTION

Background to the Study

Leadership style is the manner and approach of providing direction, implementing plans, and motivating people, Sergon (2009). As seen by the employees, it includes the total pattern of explicit and implicit actions performed by their leader (Davis, 2013). The conditions of teachers’ working life are influenced by the administration and leadership provided by principals, and it is widely assumed that school leadership directly influences the effectiveness of teachers and the achievement outcomes of students (Hallinger and Murphy, 2012).

According pretomode (2010) leadership is the component part of management which is concerned with facilitating the accomplishment of the objectives of an organization through the systematic management of constraints and careful utilization of the available limited resources which include human, material, equipment, suppliers, finance, space and work techniques or technology.

Balogun (2012) noted that leadership action is directed towards the analysis of policies, the identification of options and to a substantial degree, the implementation of programmes as well as the efficient allocation of resources in addition to all these calculated decisions, a typical administrative action takes in to consideration the enduring and the goals of the organization as well as the environment within which the action take place.

Ozigi (2009) defined a leader as an individual who directs the affairs of an organization in such a way as to achieve goals and objectives and who can get things done quickly by men.

In the words of John Vieg in Olewe (2010), leadership is a determined action taken in pursuit of conscious purpose. It is the systematic ordering of affairs and the calculated use of resources, aimed at making those things happen which we went to happen and simultaneously preventing development that fail to square with our intentions.

Education is more of a government enterprise, although some individuals are striving within their power to get schools back in the hands of private individuals. One recognition therefore should be accorded education by Nigerian educational administrators of which principal form a part of. According to the National Bureau of statistics, the teacher plays a vital role in education. In order to make children learn, the teacher arouses their interests and engages them in the classroom activities.

A teacher is a person who has undergone a professional training in the field of education in order to teach or impart knowledge to the students in the society. The teacher has

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