PRINCIPAL’S COMMUNICATION SKILL’S AS PREDICTORS OF TEACHER’S JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA.

Abstract

The study examined principals’ communication skills as predictors of teachers’ job performance in public secondary schools in Anambra State. Five research questions guided the study and six null hypotheses were tested at 0.05 level of significance. The study adopted a correlational research design. The population of the study was 5,396 respondents which comprised 5,133 teachers and 267 principals in 267 public secondary schools in six education zones of Anambra State. The sample of 663 respondents which comprised 513 teachers (that is, 10% of teachers’ population) and 150 principals were used for the study. The instruments for data collection were researchers-structured questionnaire titled: Principals’ Communication Skills Questionnaire (PCSQ) and Teachers’ Job Performance Questionnaire (TJPQ). The instruments were subjected to face and construct validation by three experts. The reliability of the instruments were determined using Cronbach Alpha method. Simple regression analysis was used for the study. The study revealed that verbal communication skills and non-verbal communication skill positively and significantly predicted teachers’ job performance in public secondary schools in Anambra State to a moderate extent while writing communication skilsl positively and significantly predicted teachers’ job performance in public secondary schools in Anambra State. Based on the findings, the study recommended that principals in public secondary schools in Anambra State should endeavor to enforce a mix of oral and writing technique of communication along non-verbal, communication skills in order to ensure the flow of relevant information that will improve teachers’ job performance in public secondary schools in Anambra State.