1.1 Background of the study
The the success of an educational enterprise particularly in terms of quality depends to a large extent, on the regular supply of teachers inadequate quantity and quality. In the National Policy on Education, the Federal Republic of Nigeria (1981) also asserts that no nation can achieve economic, social, and technological progress and self-sufficiency without a good system of education to sustain its achievement. The training and production of the manpower required for the attainment of national objectives should be framed on the quality and quantity of teachers.
Fafunwa (1974) stressed the dependency of manpower training and development on teachers. He argues that teacher education should be basically related to every phase of development in Nigeria, for wherever one turns, be it economic, political or social spheres
of activities, one is faced with the over-reoccurring problem of trained manpower needs but no adequate training can take place without competent teachers to handle the programme.
The school system in Nigeria is often influenced by the constant changes that are occurring within the political institutions. The ability of the stakeholders and actors within the educational system to adapt to organizational changes has attracted attention in the last decade. Currently, there is controversy as to the nature, pattern, and methods of training teachers in the country. At the centre of the controversy is the confusion over the role of the educational administrators in secondary schools.