Teachers are role models to the student. What a teacher does and how he/she composes himself determine if the is self discipline or not.

A teacher is someone who transmits knowledge gained to the students.

Teaching is the act of impacting unknown knowledge to the learner i.e deductive and inductive learning, starting from, known to unknown knowledge which could be expressed as teaching methods or type of teaching method. A teacher becomes a manager when he/she is involved in classroom management.

Every new teacher enters the educational field ready to change students’ lives. Filled with hopes, ideas, and excitement, they file into classrooms and begin classroom preparations for their first year.

Novice educators appears to be easily and quickly overwhelmed by the task of teaching and often frustrated by unsuccessful attempts to understand the workings of a school’s formal and informal culture.

The pace at which novice teachers adapt and develop and the choice either to stay or leave the profession appear to be related to a principal’s involvement with beginning teachers. School teachers are the curators of education and the stewards of the learning environment. Principals are responsible for facilitating the transition of individuals from a university program or a business career into the educational settings. Throughout this process, principles are expected to identify novice teacher’s strengths and areas of improvement and provide a plethora of support to address those needs.

CONCEPTUAL FRAMEWORK

To understand the needs of novice teacher and the actions required of principal, a review of the professional and popular literature was warranted which revealed four theme of the relationship between school principles (leaders) and novice teachers.

• Theme of relationship
• Theme of expectation
• Theme of perception
• Theme of teacher development
• Theme of Relationship

Principals must cultivate a positive relationship with the teaching staff, they should build an effective and efficient rapport with the teachers by readily available to guide, advise and empower teachers by modeling acceptance and praise. Support can be affordable to teachers through direct classroom interaction by observation, class visits, formal and informal reviews and reflective feedback in instructional effectiveness. The assignment of a doable teaching load and recognition of new teacher’s successes are essential ingredients that can positively propel a new teacher’s sense of confidence.

The principal must be actively present and available to assist with the needs and concerns of novice teachers, as well as build relationships and trust with them, using communication skills that reflect a noncombative, open style where questions and concerns are welcomed.

Finally, principals should encourage novice teachers, by asking them to throw questions and adopt ways to celebrate individual success, and this should not be viewed as a sign of weakness but success. Finally, principals must assist novice