ABSTRACT
The purpose of this study was to underpin some of the personal values and attitudes exhibited by principals at work in Secondary Schools in Akwa Ibom State.
The study adopted a descriptive research design. The random sampling technique was used to draw a sample of principals from the secondary schools in Uyo Local Government Area. Structured questionnaire and interview were used to elicit information from the respondents. The questionnaire adopted the four point rating, which enabled respondents to indicate the extent of agreement or disagreement with the questionnaire items.
The data collected were subjected to a number of statistical analyses, including frequency counts and percentages, t-test and x2-tests.
The following were the finding of the study: The administrative styles adopted by the principals of secondary schools in Abeokuta South Local Government Area were found to be inadequate for effective school administration. The personality traits exhibited by the principals appeared somewhat harsh to their subordinates. Teachers in these schools were not adequately motivated and encouraged to carry out their duties. Based on the above findings it is recommended that principals in Abeokuta South Local Government Secondary Schools should not see themselves as all in all. They should involve their subordinates when taking vital decisions. There should be free flow of information in the schools. The work has implication for policy and practice of secondary education in Abeokuta South Local Government Area.
Keywords: Principals, leadership style, attitude to work, teachers.
INTRODUCTION
As human beings, we all have our own values, beliefs and attitudes that we have developed throughout the course of our lives. Our family, friends, community and the experiences we have had all contribute to our sense of who we are and how we view the world. As community services workers, we are often working with people who are vulnerable and/or who may live a lifestyle that mainstream society views as being different or unacceptable. If, as community services workers, we are to provide a service that meets the needs of our target groups and helps them to feel empowered, we need to be aware of our own personal values, beliefs and attitudes and be prepared to adopt the professional values of our industry—and not impose our own ideas on our clients.
What are values?
Values are principles, standards or qualities that an individual or group of people hold in high regard. These values guide the way we live our lives and the decisions we make. A value may be defined as something that we hold dear, those things/qualities which we consider to be of worth.
A ‘value’ is commonly formed by a particular belief that is related to the worth of an idea or type of behaviour. Some people may see great value in saving the world’s rainforests. However a person who relies on the logging of a forest for their job may not place the same value on the forest as a person who wants to save it.
Values can influence many of the judgments we make as well as have an impact on the support we give clients. It is important that we do not influence client’s decisions based on our values. We should always work from the basis of supporting the client’s values.
The success of any organization is highly rested upon the head, boss or the manager of such an enterprise like business, school or any organization. The leadership impact is desirable in organization to aid easy and maximum success. Leadership is an instrument used in an organization for behaviour modification.
It determines the goals of an organization and means of accomplishing them. Therefore, leadership in an organization has been seen as a motivator whereby one person who is the head motivates others towards the achievement of specific goals of the organizations.
However, followership is the essence of leadership. In other words, it is the willingness of people to follow that makes a person a leader. Moreover, people follow those perceived to be providing means of achieving their own desires, wants and needs.
