CHAPTER ONE
INTRODUCTION
1.1Â Â Â Â Â BACKGROUND OF THE STUDY
Education and educational ideas are always changing, as are new curricula and strategies for enhancing educational programs for pupils (Hunter, 1998). This has long been a source of concern for government officials at all levels. The current problem, though, is to develop a better approach to contact kids. Millions of naira are spent each year in an attempt to create innovative educational strategies and methods to address these issues. Increasing teacher motivation is one of the most basic principles and ideas for improving the level of education in Nigeria. Thus, Evans (1997) and Evans (1995) defined these sensations as morale, which has a significant impact on both teachers’ and students’ motivation and accomplishment. It’s important to keep in mind that teachers have the greatest contact with children. As a result, when instructors are enthusiastic about their jobs, they have a huge impact on their students. When teachers have unfavorable views about their school, they have a detrimental impact on the school and its students. It is therefore critical for educational leaders and school principals to be aware of variables that affect teacher morale, since this can have an impact on student achievement (Boykin, 1996). In a similar spirit, educational organizations, like any other formal organization, have declared desired and attainable goals. As a result, the Nigerian government has chosen education as the most effective tool for achieving national development (NPE, 1998). As a result, the development of a dynamic and self-renewing society necessitates the early training of children in order for them to actively engage in national progress. This need both capable leadership and highly motivated and hardworking instructors. This research is being carried out in order to address the two districts’ working teachers. This research is being conducted to address two areas in the educational organization: teacher morale and school principal behaviour. The way a school administrator manages his or her teachers will have a significant impact on their morale and the overall efficacy of the school’s programs (Brooks, 1995). The principals’ position, on the other hand, has shifted dramatically. Principals are no longer capable of managing their schools and their staff. This is evident in their leadership style and actions toward teachers. As a result, in order to effectively operate the school, the principal needs, among other things, select a leadership style and combine several types to enable him or her reach the school’s goals. It is worth noting that, as mentioned in NPE (1998), the successful implementation of the National Policy on Education (NPE) is primarily dependent on the teachers who are charged with the task of implementing the policy.
