INFLUENCE OF PRINCIPAL – TEACHER RELATIONSHIP IN SECONDARY SCHOOL CLIMATE IN IMO STATE

INFLUENCE OF PRINCIPAL – TEACHER RELATIONSHIP IN SECONDARY SCHOOL CLIMATE IN IMO STATE

CHAPTER ONE

INTRODUCTION

1.1 Background Of The Study

A system that consciously coordinates the activities of two or more individuals, influencing worker behavior in the workplace, is referred to as an organization (Barhard, 2004). The nature of a formal organization is bureaucratic. It is concerned with the distribution of power in the system, as well as the job descriptions for each role. A formal organization is concerned with the efficiency of the system. The organization is governed by a chain of command and regulations. This corresponds to the idea of a school as a business. A school, according to Segun and Segun, is a social institution that deals with people as well as material resources (1984).

Many people with diverse personal goals collaborate in the school system to achieve the goals for which the school was established. formed. In this type of formal organization, a coordinator, leader, manager, or administrator is usually required (Ndi 1997). The principal or head teacher is in charge of maximizing the school’s financial or material resources, facilities, and human resources in order to achieve the school’s objectives. The principal ensures that every member of the organization is fully aware of his or her responsibilities (Lipharm and Hoeh, 1990). Where the formal organization is large and complex, other officers, usually positioned hierarchically below the manager, such as vice principal, deputy head, section head of department, and so on, are recruited to support the manager (Ikediegwu, 2005). The state school management board is at the top of the organizational structure, followed by the ministry of education. Students

are the principal’s and teachers’ responsibility. The principal is in charge of the teachers, while the Ministry of Education is in charge of the state school management board. There is a succession of superordinates and subordinates relationships within the school. This functional relationship hierarchy (principal to teacher, teacher to student) is based on allocating and interpreting responsibilities and facilities in order to achieve school goals (Yusuf, 2010).

The school climate is critical to achieving the goals and objectives of the school. The school climate refers to the quality and characteristics of school life. It is based on school-life experiences and reflects norms, goals, values, interpersonal relationships, teaching, learning, and leadership practices, as well as organizational structure. Madu (1997) states that According to Yusuf (2010), the principal/head teacher is in charge of promoting effective teaching and learning. This implies that he is a master teacher, rather than just a careerist. He must stay current on trends in classroom activities, administration, and instructional supervision as a change agent. The principal/head teacher must be diligent, dedicated, and set a good example in order to be an effective leader in the field of teaching and learning (Dunnette & Lawler, 2004). (1997). If he is not present, the teachers can do whatever they want. The climate created by the school administrator will be perceived as poor, lax, indolent, and indisciplined. The school environment will be hostile to teaching and learning. As a result, the purpose of this study is to look into

the impact of the principal-teacher interaction on the secondary school climate.

1.2 Problem Description

To be effective in the school, a principal must maintain a cordial relationship with the teachers in terms of task dedication, communication, motivation, planning, supervision, coordination, and experience. These will aid in the promotion of a good academic environment as well as effective teaching and learning in order to achieve educational goals and objectives.

In contrast, conflict between the principal and the teachers will result in opposing ideas. This is particularly true when the principal’s expectations of the teachers differ from what he (the principal) actually does. There are numerous examples of school principals using autocratic principals to enforce compliance with their directives. The difference between

The use of such force, as well as teachers’ reactions, creates tension and pollutes the learning environment (climate).

1.3 The Study’s Objective

The overarching goal of this study is to investigate the impact of the principal-teacher relationship on secondary school climate. As a result, the specific goals are as follows:

1. Investigate the impact of principal-teacher conflict on effective teaching and learning.

2. Investigate the link between the principal-teacher relationship and teacher productivity.

3. Investigate the connection between the principal/teacher relationship and student academic performance.

1.4 Hypothesis of Research

A hypothesis is a tentative experimental statement that shows the relationship between two or more variables. It is available for testing and can be accepted or rejected based on whether it agrees or not.

opposes the statistical test.

The null and alternative hypotheses were the two hypotheses tested in this study.

The null hypothesis indicates that no effect will be observed in our experiment. An equal sign is typically used in a mathematical formulation of the null hypothesis. H0 denotes this hypothesis. In our hypothesis test, we try to find evidence against the null hypothesis.

The alternative or experimental hypothesis states that an effect will be observed in our experiment. Typically, there will be an inequality, or not equal to the symbol, in a mathematical formulation of the alternative hypothesis. This hypothesis is represented by the letters Ha or H1. We are attempting to test the alternative hypothesis.

Through the use of our hypothesis test, we can demonstrate in an indirect manner. If the null hypothesis is rejected, the alternative hypothesis is accepted. We do not accept the alternative hypothesis if the null hypothesis is not rejected.

The following null hypothesis will be tested in the study:

H01: There is no statistically significant link between the principal-teacher relationship and teacher productivity.

H02: There is no statistically significant link between the principal/teacher relationship and students’ academic performance.

1.5 The Study’s Importance

This research will primarily benefit teachers, principals, lecturers, university management boards, and other organizations. This is because this study will outline the causes of the non-cardinal relationship between the manager (principal) and the staff.

(teachers), its negative impact on student academic performance and teacher productivity. The unfathomable impact on the school’s corporate image will not be overlooked. Finally, this study will be useful to researchers and students solely for academic purposes.

1.6 The Study’s Scope

This study will be limited to and focused on examining the effect of principal and teacher conflict on effective teaching and learning, the relationship between the principal/teacher relationship and teachers’ productivity, and the relationship between the principal/teacher relationship and students’ academic performance in the secondary school climate. As a result, the research will be carried out in a few secondary schools in Imo State, Nigeria.

1.7 Study Restrictions

Financial constraint – Inadequate funds have a tendency to

impede the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire, interview).

Time constraint – The researchers will conduct this study alongside other academic work. As a result, the amount of time spent on research will be reduced.

Despite the limitations mentioned above, the researchers worked tirelessly to ensure that the study’s goal was met.

1.8 Research Definition

The school principal is the most senior administrator in an elementary, middle, or high school. Principals typically report directly to the school superintendent, but in larger school districts, they may report to the superintendent’s designee, usually an associate superintendent.

A teacher is someone who assists students.

to gain knowledge, competence, or virtue. Informally, anyone can take on the role of teacher.

School Climate: The quality and character of school life are referred to as the school climate. School climate is based on patterns of student, parent, and staff experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures.

The term “learning environment” can refer to an educational approach, cultural context, or physical setting in which teaching and learning take place.