CHAPTER ONE

INTRODUCTION

1.1 Background of study

The constant development and challenges in the field of education over the last two decades have resulted in an increase in the workload of teachers and principals. Principals and teachers are under increasing pressure to satisfy criteria in order to undertake reform measures. According to Keiser (2007), school reform projects have the power to push people to change their views and perceptions about norms and values. The school principal is ultimately responsible for the implementation of these reform measures. In educational organizations, the principal holds a significant position. The principle, as the leader of a team of professionals and certified teachers, as well as the manager of a group of classified employees, should build strong bonds with his or her employees. If education is the cornerstone of a country's future strength, teachers, who come from a variety of backgrounds, must be the cornerstone. Similarly, as schools evolve and demographic shifts in populations occur across the country, different relationship paradigms are needed and demanded to assist in the effective supervision of people placed in classrooms. These new paradigms will be defined by servant leaders who empower rather than delegate, who create trust rather than demand loyalty, and who aim to understand and lead from the heart rather than just hearing and leading from the brain (DeSpain, 2000).

Principal-teacher relationships differ dramatically between schools and even between teachers within the same school. Furthermore, the connections have an impact on learning and the environment (Walsh, 2005). Teachers who regard principals as facilitators, supports, and reinforcers of the jointly defined school mission rather than as guides, directors, and leaders of their own personal agenda are considerably more likely to feel personally responsible for student learning (McEwan, 2003). For example, in the United States, both principals and instructors must deal with issues such as student misbehavior. Although the principal is constantly active in dealing with discipline issues, his role differs from that of the teacher. Nonetheless, the teacher and the principal collaborate on serious discipline issues in numerous ways (Kritsonis, 2000). Parental difficulties are also a major source of concern, particularly at a time when parents are demanding that schools effectively prepare their children (Cotton & Wikelund, 2001). It is critical for principals and diverse staff groups, such as teachers, to collaborate in order to provide mutual support. Furthermore, the method in which school staff members collaborate as a group has a major impact on student performance (Wheelan & Kesselring, 2005). The importance of relationship development in their educational setting is substantiated by staff groups working together in healthy social situations. Many components, both individual and communal in nature, help to sustain and provide value to relationships. The component of trust is one of the most significant of all the relational components. It's critical for school leaders to build the trust that teachers need to follow and support their efforts.

1.2 Statement of problem

To others, it's debatable whether teachers in the system are capable and knowledgeable enough to teach effectively. Others believe the problem is a lackadaisical attitude toward work among teachers, as well as a lack of empowerment and inspiration from concerned authorities and the school principal. The direct interaction that exists between teachers and principals towards teaching and the learning environment is an undiscovered part of this puzzle. In order to achieve desirable levels of teacher participation, some successful principle competencies are required. Teachers' empowerment and participation in decision-making have been cited as factors of teacher success in recent reform programs. Nevertheless, the bureaucracy that has propelled reform in recent years has left teachers feeling dis-empowered and, as a result, lethargic. Principals who try to shoulder the burden alone and manage reform and change from the bottom up may create more distance between teachers and administrators, leading to further dis-empowerment, ineffectiveness, poor job performance, and poor student academic achievement, all of which lead to non-functional education.

1.3 Objective of study

The following are primary objectives of this study:

1. To examine different types of principal-teacher relationships existing in secondary schools in Bayelsa state.

2. To examine the effect of the principal-teacher relationship on the learning environment in Bayelsa state secondary School.

3. To examine the effect of the principal-teacher relationship on teaching to actualize education goals in Bayelsa state secondary school.

1.4 Research question

1. What are the different types of principal-teacher relationships existing in secondary schools in Bayelsa state?

2. What are the effects of the principal-teacher relationships on the learning environment in Bayelsa state secondary school?

3. What are the effects of the principal-teacher relationship on teaching to actualize education goals in Bayelsa state secondary school?

1.5 Significance of study

This study will be of significant to school management, in particular, and the state government as it creates an enabling environment for the cultivation of positive and superior-subordinate working relationships. School principals should adopt a combination of democratic and participative leadership style in administering the schools.

1.6 Scope of study

This study focuses on examining the influence of principal-teacher relationship in secondary school teaching and learning environment in Bayelsa state.

1.7 Limitation of study

Finance,inadequate materials and time constraint were the challenges the researchers encountered during the course of the study.

1.8 Definition of terms

Principal: A principal is someone who is the leader of an entire community within a school. He or she is responsible for managing the major administrative tasks and supervising all students and teachers.

Teacher: This is a person who helps students to acquire knowledge, competence or virtue.

Learning Environment: This  can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur.

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