PRINCIPALS’ COMMUNICATION STRATEGIES AS CORRELATES OF TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN BENUE NORTH-EAST SENATORIAL DISTRICT, NIGERIA
Keywords:
Communication strategies, job performance, meeting, virtual communicationAbstract
This study investigated principals’ communication strategies as correlates of teachers’ job performance in public secondary schools in Benue North-East Senatorial District, Nigeria. The two research questions guided the study and two hypotheses were formulated and tested. Correlational research design was adopted for the study. The population was 971 teachers from 115 public secondary schools. A sample of 324 teachers representing 33.4% from 38 public secondary schools was selected for the study. Multi-stage sampling procedure was used to select the sample size. The instrument used for data collection was questionnaires titled “Principals’ Communication Strategies Questionnaire (PCSQ) and Teachers’ Job Performance Questionnaire (TJPQ)” with reliability coefficient of 0.89 and 0.86. The data collected were analyzed using Pearson Product Moment Correlation to answer the research questions and test the hypotheses at 0.05 level of significance. The findings of the study revealed that principals’ use of meetings and virtual communication have significant strong positive correlation with teachers’ job performance in public secondary schools in Benue North-East Senatorial District, Nigeria.The study concluded that principals’ communication strategies have significant strong positive correlation with teachers’ job performance in public secondary schools. Based on the findings, the study recommended among others that the relevant stakeholders like Nigerian Association for Educational Administration and Planning should integrate findings on effective meeting practices into principal training programmes and virtual communication strategies should be reinforced by principals’ to enhance communication with teachers and improve their job performance in public secondary schools.
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