A Survey Of Causes And Management Of Teacher’s Behaviour Problems Among Head Teachers
[A CASE STUDY OF PRIMARY SCHOOLS IN ILORIN WEST L.G.A]

CHAPTER TWO
REVIEW OF THE RELATED LITERATURE
Introduction
    Many problems are plaguing the school system; one of these is the teachers’ behavioural problems. It is on the basis of this that the past research studies in the related areas are presented as follows: -
-    Conceptual Framework of the Study
-    An ideal teacher
-    Teacher’s behavioural problems
-    Appraisal of the related literature
Conceptual Framework of the Study
     A teacher is described by the nature of function performed and services rendered. This is why Ferrant (1980) asserted that anybody that teaches children to understand is their teachers. This means that there is no rigid definition.
    According to Good’s (1980), a person who because of rich or unusual experience or education in a given field is able to contribute to the growth and development of other persons, who came in contact with him Abdulkareem (1992) described a teacher as that person who impact knowledge, a transmitter or societal values, a socialize, a pace setter, an innovator, a director of learning, an instructor and an evaluator. According to him, a teacher to a great extend is sociologist, a psychologist, a philosopher, a moralist and a leader.
    According to Adeyinka (1989), the teacher is a person of two worlds, belonging to too closely related professions. He explained that the teacher is an educator and a subject specialist. As an educator he or she is conversant with the skill of teaching his or her subject, making abundant but relevant use of an audio-visual aid. As a subject specialist, the teacher has general professional interest in the learning and teaching of his or her subject. As a teacher in a school, he or she has a role to play not in the school but also to the community. This is because he or she is a classroom manager, school administrator and community relations agent (Abdulkareem, 1986).
    According to Adeyinka (1981), a teacher handles various issues which arise in connection with learning. In line with this, a teacher guides the action and thoughts of the learners. He also participates in the curriculum development and translation.
An Ideal Teacher
    Discussing the work of a teacher, Ferrant (1980), observed that the sign of a good teacher is not in making his brilliant, but that he makes it seems to the pupils wonderfully simple. This is because a lesson is not taught until it has been learned and it cannot be learned until it is understood. Therefore, a good teacher to Ferrant (1980), is the one that feeds his or her student with mental food which they can digest. To do this requires a good knowledge of what he teaches. This means that the teacher as a subject specialist should keep his academic interest above. He travels and reads to be conversant with the latest development in his academic subject. Olokoba (2003) also mentioned that a teacher should be knowledgeable with the latest development in teaching techniques and methods related to teaching.
    According to Adeyinka (1983), an ideal teacher collects information from journal, periodicals, newspapers, biographies, Charles and private paper of elderly members of the society he belongs to. A lot of learning is also obtained from radio, television and debates. Above all, an ideal teacher continues to improve himself by attending course of study leading to higher academic and professional qualification in his subject. These include Bachelor’s degree in education (Ph.D) Master degree in education (M.Ed) and Doctor of Philosophy (Ph.D).