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]

Ferrant (1980) stated that an ideal teacher is not seen only in relation to school or cognitive aspect alone. He mentioned that an ideal teacher is reflects in human qualities. A teacher must develop those human qualities of personality and character that can make a better teacher.
    Ferrant (1980), also pointed out that it is only through these human qualities that a teacher can make real contact with students. According him, these human qualities come naturally and almost without effort in some people. For most people, they must be laboured force and obtained through constant conscious effort. Abdulkareem (1992) asserted that good human qualities in teaching do not come to the person who takes up teaching because he has not got a better job. They come to the person who takes teaching because he likes teaching, like people, like watching children grow up, and most importantly sees teaching as a means of helping children to meet the challenges of life.
    Ferrant (1980) discussed the human qualities needed to be an ideal teacher.
Physical energy: Healthy diving is the secret of physical energy to take teaching. It allows teachers good intention to be carried out. It is healthy living that can be flesh of the willing spirit to be strong.
Perseverance: Much responsibility is placed on teacher. This is because teachers often have to face opposition from other teachers, head teacher parent and others. It is only perseverance that can take them along the course towards their goals despite opposition. Discouragement may come but this should not turn the resolute teacher away from his purpose.
Respectability: Teachers have immersed responsibility because he is in change of life of growing children throughout his delay working period. An ideal teacher therefore, is always aware of what has been entrusted him and should always work in the best interest of the children.
Self-control: A teacher who is not able to control himself is not likely to be an ideal teacher therefore, is always aware of what has been entrusted him and should always work in the best interest of the children.
Self-control: A teacher who is not able to control himself is not likely to be an ideal teacher. Many situations in the classroom may irritate and anger the teacher but unless he controls his anger more harm may be done than good. Some teachers develop a kind of habitual irritability and speak only harshly and sharply to children many lose real contact in their teacher. According to Ferrant (1980) when class control is lost, it is lost.
Initiative: The teacher who is irritative is always a very active teacher. His lesson is unusual and interesting because he is always thinking of fresh approaches, progress in made through initiative, the ideal teacher is he who is initiative.
Decisiveness: Many behavioural problems in the school are due to indecisiveness on the teachers’ part (Ferrant, 1980) the root of indecisiveness on the teachers’ part (Ferrant, 1980) the root of indecisiveness is lack of trust in oneself and one’s judgement. Student like a teacher who is business like, knowing what he wants and means what he says. Such teachers’ clear intention is understood. These are essential element of a classroom leader. In an attempt to be decisive, an ideal teacher not makes nasty decision which he may regret.
Sincerity: This to a teacher means a through job in the classroom not just to impress others, but achieve sound result in sincerity is not, a welcome phenomenon because it is a cover for something one is ashamed of. For you as a teacher, however, it may mean disagreement with a senior hen you believe you are right instead of agreeing with him simple because he is your senior.
Humour: Making fun of children is not humour. It is rudeness and bullying. Humous shows itself in pleasantness, cheerfulness, friendliness, a sympathetic understanding manner with children and a balance attitude towards events (it may be both bad and good). The teacher who posses these characteristic readily gets the reputation of being a good man. This is not a sign of bareness but an asset because it makes him to be approachable.