CHAPTER ONE
INTRODUCTION
Background of the Study
    Principals play critical roles in the development of high-quality schools. Therefore only a small body of research links principals directly to student achievement (Hanushek & Rivkin, 2009), a much larger research based documents principals’ effects on school operations, through motivating teachers and students, identifying and articulating vision and goals, developing high performance expectations, fostering communication, allocating resources, and de¬veloping organisational structures to support instruction and learning. Principals also af¬fect the instructional quality of schools through the recruitment, development, and retention of teachers (Harris, Rutledge, Ingle & Thompson, 2006).
    Educational Resources refers to the materials and facilities that can be used to encourage, promote and facilitate teaching and learning activities. Educational Resources also refers to non-human and non- financial resources which include all movable and immovable materials which are used for teaching, learning and other school activities.
According to Emetarom (2015), educational resources are material resources in the school which are physical and spatial enablers of teaching and learning which will increase the production of results. When combined with other resources in adequate quality and quantity, constitutes vital desired educational goals.
Owuamanam (2015) noted that the inadequacy of infrastructural facilities is one of the major problems facing the Nigerian educational system. Asiyei (2014) opined that school facilities include the entire school plant administrators, teachers and students harness, allocate, and utilise for the smooth and efficient management of any educational institution. In educational Institution, school facilities constitute essential inputs which guarantee favourable learning environment and enhance the achievement of educational objectives. In the school, educational resources serves as pillars of support for effective teaching and learning thereby making the process meaningful and purposeful.
    When educational resources are properly combined and appropriately used, they help teachers to teach more efficiently and effectively and the learners will learn faster (Adesanya 2015).Resources meant for learning should be presented in a manner as to provide students with opportunity to become actively involved intellectually, perceptually and physically.
    The human resources in education include the teacher, the teacher’s aides, where they are used, the learners, even though it is not often realised and the people in the community whose special skills and knowledge can be used for instructions. That is the resource person. It is how ever pertinent to note that the later category of human resources is not much used especially in this country(Nigeria).In the other hand, the non- human resources include the wide range and variety of printed and non- printed instructional materials, equipment, mechanical devices and facilities that are used to facilitate effective teaching and learning. Examples are the printed materials and different types of books, journals, magazines etc. A few of the well- known non- printed materials are films, slides, films strips, pictures, charts, boards and posters. In the range of equipment are the different projectors, cameras, tape recorders etc. The facilities include the library or a learning resource centres, the science laboratory, the language laboratory and of course, the classroom. Some of which may have to be specially designed and equipped for effective use of instructional materials that needed projections (Adesanya 2015).
    Akinyemi (2016), stressed that it will be obscured or even meaningless to discuss educational resources without reference to the curriculum. This is because educational resources are only relevant and meaningful to the extent that they can be used to facilitate the achievement of curriculum objection. The organisation and the use of educational resources and curriculums developmental activities should therefore be seen as intrinsically related activities.
    Decision about the use of resource should be made at two crucial stage in curriculum development. There are the stages of curriculum planning and development and curriculum implementation at the planning and development stages. It should be possible to be identify and specify the resource that will be needed for effective implementation of the curriculum. There are three main categories of resources for identification and specifications; Human Resources, Instructional Materials which include equipment and facilities.