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

This maintains optimum performance and contributes to Senior level retention, empowering teachers to deal with their issues before they become problems and supporting staff at times of stress Enhances the motivation, effectiveness and well being of teachers.
We can offer best spoke programs for teachers to enable you to move beyond conventional ways of acting, thinking and behaving towards real change. These can include:-
-    Managing oneself in change
-    Transactional analysis as an aid to professional development
-    Difficult conversations
-    The act of taking initiative
-    Seven stage model applied to special need services.
Collaboration is commonly defined as working with another Individual or
group in order to achieve something. A collaboration tool Can be something as simple as a whiteboard in a conference room that People gather around and use to brainstorm and solve problems. Another collaboration tool is a conference call, during which multiple People get together over the phone to hash out issue.   It is simply team work taken to higher level, Teamwork is often a physical joining of two People which we refer here as principal and
teachers to accomplish a task. With the changes and advancements in technology, such as higher Speed internet, web based programs, file sharing, email and video conferencing, collaboration has become a more productive way of doing things. Collaboration in the workplace incorporate as teamwork and several other aspects, such as the following:
-    Thinking and brainstorm ideas to provide solution: This key element brings groups together to offer different perspectives and expertise to solve for common problems. The phase putting over head together would be a good example of collaboration.
-    A strong sense of purpose: Groups and individuals who truly collaborate see the value in working together. Collaboration is not forced upon someone there should be a meaningful reason for working together and it should benefit both the principal and the teachers at large.
Safety
    I had a conversation a few months ago with a teacher about being a school principal. We were talking about the various demands of the job, from the different constituents that a school principal has to work with the environment of a school. The teachers asked how I Would define the job if I had only one word to use. The word I chose was safety. The teachers expressed some surpluses and intrigue at my answer. We proceeded to talk about safety on multiple levels, beginning with physical safety, moving to
emotional safety and finishing with academic safety. As we are all reeling from last tragic events in connection, school principals across the country are wrestling with how to ensure student safety, allowing parent fears and empower teaching and learning it’s not an easy job.
Three Kinds of Safety   
    The first and most fundamental place for principals to start is with physical safety. Schools need to get students in the door safety. They need to create safe on campus spaces in classroom, hallways, lunch rooms and outdoor areas by providing supervision and communicating clearly to students about staying in bounds while at school. Schools also need to make sure students get home safety, whether its on the bus or through carpool pickup, tights, carefully coordinated and practiced systems need to be in place for this to happen smoothly, Communication to parents about safety procedures and protocols lets families know that the school cares about and values the physical safety of its students. The second element of safety involves emotional safety. Teachers need to feel they are in an environment that natures and preserves relationships among students and with teachers.
    Every child in a school should have at least one adult with whom he or she feels a connection, or the ability to reach out to in time of need. This adult can be a teacher, staff member but the school has a responsibility and obligation to systematically make sure that each child feels that connection, something beyond relationships with his or her peers.