The Principal Human Relation Strategies And Teachers Job Performances Of Secondary Schools
[PATIGI LOCAL GOVERNMENT AREA OF KWARA STATE]

  According to this definition, the function of a leader involve defining, starting goals seeing or providing sense of direction for the achievement of such defined task and goals. Ukeje (1992) and Adeshina (1990) stated that leadership is the activity of influencing people to strive willing for goals. According to this definition, it is vital for principals, who are usually leader of their schools to have the ability to inspire or get all members of school community to work together toward the goal of excellent education for all student. According to Okone (1990), leadership as a planned process that result in:
1.    The challenging of people to work toward an ever expending vision of the excellence in the achievement of organizational goals and objectives.
2.    The creation of a threat free environment for growth so that the creative talents and skills of each person are used to best advantage.
3.    The encouragement and building of working relationship that is individually and organizationally satisfying, unifying and strengthening in the realization of mutually determined goal and objectives.
4.    The optimization of available material resources. According to this definition, it is believed that an essential leadership role of educational administrator is to identify and nature any innovative ideals, effort and act that will promote the goal objective of education.
According to Sweeney (1982), argues that teacher efforts are frustrated when the school leadership takes the business of school casually. The result is low morale, poor motivation, inadequate planning by teacher haphazard and instructional method, chaotic classroom situation and inadequate learning by students.
Leadership Dimension
The importance of strong leadership has been stressed through the literature on instructionally effective school. particularly emphasized is the role of the school leadership in having a clear policy with regards to what is expected of teacher and student. The principal is no doubt a dormant force in the outcome of a school total instructional programmed. Teacher therefore, rightly expect some kind of behavior patterns from the principal that indicate to them what they should do as professional. The success or failure will depend to a large extent on the type of school leadership we have. Teacher will look up to their school principals, quite rightly so, for direction, support and guidance. what a school leader could do to create conductive teaching learning situation are discussed below.
Instruction Emphasis
Evidences abound to show that where instruction lack direction and form student activities do not appear to add up to any productive learning. using a mixture of management and instructional. Supervisor within the school is an aspect of leadership behavior. This is not spying on teachers. it is to be used as a mean of improving teacher output and solving problem for teacher, preferably on individual basis, could be used effectively to help teacher. When teacher come to realize that such supervision are used to help teacher rather than punish them, they will respond positively to ideas and to facilitate learning by student Nwaogu (1980). However, the principal can make teacher work a lot easier, by doing some personal favor for them, Making himself easily understood, listening to them especially when they have complaints or problem treating them as his equals and making himself approachable. A principal can modify his school organizational climate, supervisory leadership and structure of the school for better teacher output by making personal attitude clear to teacher, trying out new idea with the teacher maintaining a definite standard of performance, emphasizing the meeting of deadlines and uniform procedures Garba (1984).The homothetic style is characteristic of a leader who stresses the fulfillment of institutional requirement and goal rather than individual needs. he emphasis authority position and vigorously applied bureaucratic rules and procedures to subordinates. A homothetic administrator typically seek conformity and control by the unwavering use of reward and penalties assuming by so doing organizational goal will be attained expeditiously Hoy and miskete (1987). Idiographic leadership style on the other hand is characterized by minimum role definition, diffused authority, expects subordinates to work things out for themselves and make effort to ensure that it is possible for each organizational member to contribute meaningfully to the institution. idiographic administrator therefore, focuses on individual needs rather than an organizational requirement. He behaves that rule should be tailored to fit individual needs of subordinates.
Collaboration