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Format: MS WORD
| Chapters: 1-5
| Pages: 75
ABSTRACT
The study investigated the Principal Communication style and teachers’ job performance in junior secondary schools in Lagos State. Four research purpose, questions, hypotheses were postulated. A descriptive research design was adopted in the study. A self-administered questionnaire tagged ““Principal's Communication Strategies and Teachers’ Job Performance (CSTJPQ)”” was used to collect data from a randomly selected 191 teachers. Descriptive analysis and inferential statistics (Multiple Regression Analysis and Pearson’s Product Moment Correlation Coefficient) was used to analyse the information generated from the questionnaire. The result shows that 24.7% of the variability observed in the teachers' job performance was accounted for by the principals’ communication strategies. A positive significant relationship was found between principals’ communication strategies and teachers’ job performance in secondary schools (r = .603; p>.05). It was also found that socio-demographic variables (gender, marital status and qualification level) accounted for 22.1%, 15.2%, and 24.7% variability of teachers' satisfactions' level of principal communication strategies respectively. The most potent predictor of teachers' satisfactions level on principal communication strategies among the predictor variables of the study was gender (β = .377; t = 8.851; p < .05), followed by academic qualification (β= .356; t = 7.576; p <.05), and lastly by marital status (β= .303; t = 5.991; p <.05).The paper concludes that assessing teacher performance in an academic institution is as important as assessing learning in pupils and students; and that teachers’ job performance to a large extent depends on factors like the principal communication strategies and resources.
The study investigated the Principal Communication style and teachers’ job performance in junior secondary schools in Lagos State. Four research purpose, questions, hypotheses were postulated. A descriptive research design was adopted in the study. A self-administered questionnaire tagged ““Principal's Communication Strategies and Teachers’ Job Performance (CSTJPQ)”” was used to collect data from a randomly selected 191 teachers. Descriptive analysis and inferential statistics (Multiple Regression Analysis and Pearson’s Product Moment Correlation Coefficient) was used to analyse the information generated from the questionnaire. The result shows that 24.7% of the variability observed in the teachers' job performance was accounted for by the principals’ communication strategies. A positive significant relationship was found between principals’ communication strategies and teachers’ job performance in secondary schools (r = .603; p>.05). It was also found that socio-demographic variables (gender, marital status and qualification level) accounted for 22.1%, 15.2%, and 24.7% variability of teachers' satisfactions' level of principal communication strategies respectively. The most potent predictor of teachers' satisfactions level on principal communication strategies among the predictor variables of the study was gender (β = .377; t = 8.851; p < .05), followed by academic qualification (β= .356; t = 7.576; p <.05), and lastly by marital status (β= .303; t = 5.991; p <.05).The paper concludes that assessing teacher performance in an academic institution is as important as assessing learning in pupils and students; and that teachers’ job performance to a large extent depends on factors like the principal communication strategies and resources.
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