COMMUNICATION STYLES OF PRINCIPALS AND TEACHERS’ JOB PERFORMANCE IN JUNIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Educational leadership in the modern era is changing dramatically as a result of a variety of factors ranging from social to political, technical, and economic. As a result, educational policymakers and administrators must ensure the delivery of high-quality education that contributes to the achievement of educational goals and objectives (Dessler & Griffin 2022).
The importance of communication in human resource leadership in school organizations, which has not been adequately leveraged for successful human resource leadership, is emphasized here. To establish and disseminate the school’s mission, to develop a plan for achieving the school’s goals, to organize human and other resources in the most effective and efficient manner, to select, develop, and evaluate members, to lead, direct, motivate, and to create an environment in which learning can take place.
Communication is especially important in schools because it allows people to contribute and control performance (Hindi, Miller, & Catt 2022).
Communication includes all actions taken in an attempt to influence another person’s thinking. Organizations are social entities that assemble for the purpose of production, bringing together people with diverse perspectives and expertise to achieve a common goal. Organizations strive to establish relationships with the outside world and adapt to dynamic, competitive, and uncertain conditions by strategizing the information gained from their environment and transferred to the organizations’ information processing centers.
Effective and functional communication systems are required for organizational and administrative operations both within and outside the organization, according to Hindi, Miller, and Catt (2022). Communication is an essential component of
In this scenario, organizations. Effective communication helps organizations empower their employees to achieve organizational goals. Individuals and groups within an organization are linked by a communication phenomenon.
Communication in modern organizations is not only more complicated and diverse, but it is also more important to the organization’s overall performance. Previously, the focus of research was on understanding how organizational communication differed depending on the type and structure of the organization. The emphasis, however, has shifted to comprehending how new communication technologies and capabilities can aid in the development of new and more effective organizational forms and processes (Descantis & Fulk, 2019).
Communication style, on the other hand, is critical to social engagement. As a result, the study of communication encompasses a wide range of academic disciplines. An individual’s communication style can be interpreted in a variety of ways.
Several scholars have provided a precise but somewhat limited definition of communication in an attempt to explain what it entails. For example, Hartley (2021) defines interpersonal communication as a meeting between two people. Nonetheless, the majority of modern communication, especially organizational communication, is not face-to-face and is not limited to two parties.
Furthermore, Hartley contends that interpersonal communication entails more than just the exchange of messages between two people. Instead, he emphasizes meaning formation and interchange (Dessler & Griffin 2022). This demonstrates a potential problem stemming from the structural features of email communication. Section 1.3e investigates whether e-mail communication can ever be classified as a conversation (in the sense of producing shared meaning, as defined by Hartley) or if it is limited to the exchange of messages. Hartley’s emphasis on co-creation
Even in face-to-face encounters, the concept of meaning may be overly idealized. It must be acknowledged that the exchange and formation of meaning may be entirely unilateral, especially when status and power inequalities exist between communicators. To truly understand interpersonal communication, one must first adopt a much broader viewpoint. The distinction between verbal and nonverbal communication is often the starting point for psychological methods of communication. (See, for example, Cappella and Palmer, 2021).
To develop successful, assertive communication skills, we must first be able to identify the various communication styles and recognize the one we use most frequently in our daily interactions with friends, family, and coworkers. But how can we tell them apart, and is there a time and place for each?
each under certain conditions?
Respect for oneself and others is required to be assertive. It is the ability to express one’s thoughts and emotions in an open, honest, and direct manner (Dessler & Griffin 2022).
Being more assertive does not ensure that you will always get your way, but it can help you reach a compromise. Even if you do not achieve the desired outcome, you will have the satisfaction of knowing that you handled the situation correctly and that no hard feelings exist between you and the other person or persons involved. Within an organization, an administrator can employ a variety of communication strategies. Among them are passive, aggressive, passive-aggressive, and forceful styles (Cappella & Palmer, 2021).
An administrator established a policy of
By avoiding expressing his ideas or sentiments, protecting his rights, and recognizing and addressing his needs, he engages in passive communication. As a result, passive people do not openly react to potentially harmful or anger-inducing events. He allows others to inadvertently or intentionally violate their rights.
The aggressive communication style of an administrator is one in which he expresses his views, ideas, and desires in a way that violates the rights of others. Aggressive communicators frequently seek to dominate others.
Passive-aggressive communication is a style of communication in which administrators appear passive on the outside but express their displeasure in a subtle, indirect, or behind-the-scenes manner. Passive-aggressive communicators frequently employ sarcasm to look cooperative while deliberately annoying and disrupting others.
Assertive communication is a style in which administrators communicate their thoughts
and feelings articulately, advocating for their rights and desires without infringing on the rights of others (Dessler & Griffin 2022).
According to the reviewed literature, teachers’ job performance is measured by curricular and extracurricular activities such as punctuality and absence, teaching mode, classroom leadership, students’ performance on external examinations, contribution to school life, and interpersonal relations. Employees are believed to be motivated to succeed if they are aware that their efforts will result in compensation, advancement, acclaim, and recognition, among other benefits (Dessler & Griffin 2022).
1.2 THE PROBLEM’S STATEMENT
Communication is an essential tool for the operations of any organization. It is also important to remember that the manner in which information is conveyed to a recipient can have a significant impact on the outcome.
Its effectiveness. Ayatse (2022) discovered in his research that communication is required to create and communicate the enterprise’s goals. Because their talents and skills will allow them to demonstrate work behaviors that are appropriate and relevant to the job. According to researchers such as Nijat and Murtazashvili (2019), the majority of school administrators were promoted to positions of responsibility due to their years of service, gender, and relationships with higher authority, among other factors.
In this sense, it is obvious that such a school administrator will use a “fly-by-the-seat-of-their-pants” approach to communicating information to subordinates rather than a professional communication approach. Subordinates are constantly dissatisfied with the administrator’s general administrative style in such circumstances (Ayatse 2022).
Certain schools believe
Aggressive communication with subordinates, in my opinion, would improve an organization’s effectiveness. Other schools of thought contend that if used correctly, aggressive, passive, manipulative, and other styles can be the magic that propels an organization to success (Ogbonnaya 2021).
One begins to wonder if there is a superior mode of communication. In what ways might a specific type of communication improve the performance of secondary school employees? These are the central premises of this investigation.
1.3 THE STUDY’S OBJECTIVES
The primary goal of this study is to investigate the communication styles of principals and teachers in junior secondary schools. Other objectives of this research include:
i. Determine whether there is a link between principal communication styles and teacher communication styles.
job performance.
ii. To investigate the various types of communication styles.
iii. Determine whether the communication styles of principals affect students’ academic performance.
1.4 QUESTIONS FOR RESEARCH
This study will address the following research questions:
Is there a link between principals’ communication styles and teachers’ job performance?
ii. What are the various types of communication styles?
iii. Do principals’ communication styles influence students’ academic performance?
1.5 THE STUDY’S IMPORTANCE
The study’s goal was to examine the relationship between teachers’ communication styles and their job performance and to identify areas where teachers’ communication styles could be improved. It would be extremely beneficial to future researchers and students. The study would benefit teachers because of their critical role in the educational industry.
In terms of professional advancement.
The study would also help school administrators and policymakers improve teachers’ communication styles and job satisfaction.
Understanding the link between workplace communication and improved performance will aid in the development of friendly relationships with instructors, thereby increasing their contribution to the educational industry’ştiinştiinştiin
It would also help the government recognize the importance of adequate financial resources and the creation of communication channels that facilitate the flow of information in order to inspire teachers in the sector. Knowing the importance of communication on teacher productivity would motivate teachers to participate in in-service training to improve their skills, which would benefit both students’ learning and teachers’ professional development.
Employers such as the Federal/State Ministry of Education and other educational institutions
The study’s recommendations would also greatly benefit government agencies, allowing them to achieve higher levels of productivity and effectiveness in their administration. Furthermore, it is hoped that it will contribute to the current literature, particularly for future researchers planning similar studies. They would refer back to the findings of this investigation.
1.6 STUDY OBJECTIVES
This study is primarily concerned with the communication styles of principals and the job performance of teachers in junior secondary schools. This study is specifically interested in determining whether there is a relationship between principals’ communication styles and teachers’ job performance, as well as examining the various types of communication styles and determining whether principals’ communication styles affect students’ academic performance.
students.
Principals and teachers from selected secondary schools in Benin, Edo State, will be enrolled in this study’s survey.
1.7 THE STUDY’S LIMITATIONS
This study is primarily concerned with the communication styles of principals and teachers’ job performance in junior secondary schools. This study is limited to determining whether there is a relationship between principals’ communication styles and teachers’ job performance, examining the various types of communication styles, and determining whether principals’ communication styles affect students’ academic performance.
Principals and teachers from selected secondary schools in Benin, Edo State, will be enrolled in this study’s survey, so the sample size was limited because only a few respondents were chosen to answer the research instrument.
The findings cannot be applied to other secondary schools outside of the state.
1.8 TERM DEFINITION
Communication styles: An individual’s habitual mode of interaction, as variously typified (usually in the context of communication skills training and often in relation to personality types). Examples include aggressive, passive-aggressive, passive, and assertive.
Principals: The most powerful or senior members of an organization or group.
Teachers: A teacher, also known as a schoolteacher or an educator, is someone who assists students in acquiring knowledge, competence, or virtue. Anyone can take on the role of teacher informally.
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