Administrator that is based on theory X will be characterized by no nonsense, strongly directive leadership, tight control and very tight close supervision. Conversely, theory Y embraces some very different assumption of human beings
1. Work is as natural as play if it is satisfying
2. People will exercise self-direction and self-control towards an organizational goal if they are committed those objectives.
3. Commitment of objectives is a function of the rewards associated with the achievement
4. The average human beings learn under proper conditions not only to accept but to seek responsibility.
5. The capacity to exercise a relatively high degree of imagination, ingenuity and creativity in the solution of organizational problems is widely, not narrowly, distributed in the population.
6. Under the conditions of modern industrial life, the intellectual potentialities of the average human being are only partially utilized.
Theory Y is optimistic, dynamic and flexible with an emphasis on direction and the integration of individual needs with organizational demand. It gives room for dialogue, mutual understanding and there is no coercion. It gives room for dialogue, mutual understanding and there is no coercion.
Relevance of the theory to the study
The theory is relevant to this study in the following ways:
1. The administrative implication of theories X and Y is that (managers) school principals who accept either or both theories will utilize the essential ideas of the theory (theories) in planning their (organizational policy) schools activities; in formulating their decisions and in carrying out other facets of their administrative behaviour (Arinze in Eneasator 1998).
2. Theory X is essential as the principal may sometimes need to apply force or cohesion to ensure that lazy teachers do their works. It is also guides against indolence and complacence among teachers.
3. Theory Y is suitable in achieving school effectiveness as there will be a mirage if there is no conducive atmosphere, dialogue and mutual understanding between the school principals and teachers.
4. The style a leader adopts at different times is determined by prevailing situations. As such in the school system, the principal may go by either theory X or Y.
5. Through proper motivation of teachers by the school principal, productivity is enhanced and the goal of the school is achieved.
6. Theory Y gives opportunity for participative decision making in matters relating to the school which in turn ensures healthy environment, teachers motivation and makes the realization of school goals and objectives to be easy and possible.
Appraisal of Literature Reviewed
The literature reviewed indicates that the past two decades have witnessed on financial resource allocation. The subsequent reaction in academic circles has been a tremendous increase in the research and literature on leadership in human organizations. It has also be revealed that between 1985 and 1988 alone, approximately 1,025 published studies were available on the principalship. The main reason for this trend appears obvious.
It is generally believed that leadership is an essential factor in effective management. Indeed, the development of leadership qualities in principals has been a major trend in personnel development in the US in the 1980s. In recent times, academics and institutes devoted to educational leadership training are growing up in many parts of the world. Educational research in the area of school management has often been dominated by the study of the principal as leader (Ibukun, 1991).
The assumption of researcher is that the high school principal as a leader, is crucial to the improvement of educational performance and eventual quality. It is also believed that school leadership has an effect on students’ academic performance. One major trend in these studies therefore was to directly equate students’ academic achievement outcomes to leadership effectiveness. The procedure either assumes that student’s academic outcome is the sole concern of school leadership or it is the major business of the school leader. While the latter position may be right, the idea that students’ academic achievement is the sole concern of the school leader may not be supported by historical records, however the literature also revealed that the managerial role of the principals includes: Instructional management and support, providing leadership; facilitating meaningful change; supervision; evaluation, building and maintaining a winning team; developing human resources; staff appraisal, monitoring the implementation of educational policies; monitoring of learner progress; managing curriculum and instruction and promoting a positive school climate. These roles, however, are not all inclusive and others can also be identified. It was also observed that the management issue that surrounds the competitiveness of the school is the teachers’ performance. Teachers influence students’ achievement directly, and the teachers are influenced by their school leadership. It has also been proven empirically that schools that make a difference in students’ learning are led by principals who make a significant and measurable contribution to the effectiveness of teachers and in the learning of pupils in their charge.
