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]

Loyalty: This is a classroom situation means dong the best for the student. There is always a conflict situation in the teaching profession. This may means the choice between visiting the parents of a student who has problem in your class and visiting your friend. Loyalty often involves high sense of duty and self-sacrifice.
Leadership: The teacher is described as a leader whether he leads well or not. Leadership entails having aims which are believed to be worthy of the student efforts, ideal and standards of behaviour which serves as the basis of the teachers relationship with the term. In this respect, Abdulkareem (1992) observed that students must see the teachers’ image as worthy of their respect. Leadership however is developed not from reading about them or knowing what is required. It comes from practicing these qualities in life as a teacher.
Teachers Behavioural Problem
    Teachers are expected to be good model to their student to show commitment and dedication to work by being punctual, establish good relationship with staff and student and by avoiding immoral behaviours. But in recent time a lot of behavioural problems are being exhibited by teachers at all levels of education. According to Ijaya (1997), behavioral problems common among secondary school teacher include lateness to schools, misbehaviour with the female students, laziness in record keeping among others.
    Some behavioural problems of teachers in the schools are described as follow:
Alcoholism: A great number of teachers are involved in alcohol consumption such as beer and wine, Moru (1989) found that taking alcohol is common among males than females’ teachers. Alcohol consumption is bad on itself to take it while on duty is a more criminal behaviour. Owuamanam (1985) stated that alcohol consumption many lead to mental confusion, slowness to reaction, indifferent to reality and usually with uncontrollable behaviour. These behavioural problems are dangerous for teachers who has to take care of children and adolescents and who should serve as models.
    A related factor in this aspect as noted by Moru (1989) is that adolescent does not invent drinking alcohol. It is copied from the adult including the teacher. The effect of alcohol consumption, it affects teacher work both on the short and long term basis. Moru (1989) reported that alcohol lift the critical restraint that control disapproved behaviour, for example, it increases aggression and inhibits sexuality in some consumers.
    Furthermore, crimes of sexual and violent mature are more likely to be committed when an individual is intoxicated. Owuamanam (1988) stated that there is a strongly relationship between alcohol consumption and aggression or destruction behaviour. According to Hi, intoxicated teachers were found to commit these offences.
Lateness to duty: This is a common defiant behaviour among teachers in secondary schools. Teachers are found to go to the school late and this has been found to extends to the students they teach. It can be observed that majority of secondary school student have become habitual late comers. This might be as a result of teachers’ lateness too.
Laziness and negligence of duties: A lot of teachers have been found to be lazy and fail to perform their normal duties. Some of them have been found to refuse to write lesson note or teach the subject for which they are being paid. This affects student’s performance. A teacher who refuses to teacher his student may want to cover-up his shut-comings e.g. indulging in examination offences.  
Sexual harassment: This is behaviour common among teachers at all levels of education ladder. Olayinka (1996) report that sexual offence is common particularly among young teachers he further found that female student in senior secondary school reputed more of being harassed than those at the lower class level.
Examination malpractice: Examination deviant behaviour found in schools has been traced to teacher action. According to Adeyinka (1981) teacher engage in many examination malpractices. They do this by coping examination questions to their favourities; they may also sell it for money or give it to their girlfriends.
    Teachers also dictate answers to students during the examination or even help them to write it. Adeyinka (1991) traced the causes of this to the fact that teacher who refuses to do their work at the right time are those who go at any length to see that their student pass. Inspite of government and concerned people effort to eliminate this behavioural problem, it still exists in the school. The consequence of this is that students have relaxed and become carefree since they would be assisted to pass during examination. A very important aspect is that most students who are being turned out from secondary schools have no foundation in their subject. Thus, they cope at the tertiary institution.