1 EZENWEKWE, MABEL C. PG/M.ED/08/48555 TEACHER-PRINCIPAL COMMUNICATION PATTERNS AS CORRELATES OF EFFECTIVE SCHOOL ADMINISTRATION IN PUBLIC SECONDARY SCHOOLS IN ONITSHA EDUCATION ZONE OF ANAMBRA STATE FACULTY OF EDUCATION DEPARTMENT OF EDUCATIONAL FOUNDATIONS Ameh Joseph Jnr Digitally Signed by: Content manager’s Name DN : CN = Webmaster’s name O= University of Nigeria, Nsukka OU = Innovation Centre
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1
EZENWEKWE, MABEL C.
PG/M.ED/08/48555
TEACHER-PRINCIPAL COMMUNICATION PATTERNS AS CORRELATES OF
EFFECTIVE SCHOOL ADMINISTRATION IN PUBLIC SECONDARY
SCHOOLS IN ONITSHA EDUCATION ZONE OF ANAMBRA STATE
FACULTY OF EDUCATION
DEPARTMENT OF EDUCATIONAL
FOUNDATIONS
Ameh Joseph Jnr
Digitally Signed by: Content manager’s Name
DN : CN = Webmaster’s name
O= University of Nigeria, Nsukka
OU = Innovation Centre
2
TEACHER-PRINCIPAL COMMUNICATION PATTERNS
AS CORRELATES OF EFFECTIVE SCHOOL
ADMINISTRATION IN PUBLIC SECONDARY
SCHOOLS IN ONITSHA EDUCATION ZONE OF
ANAMBRA STATE
BY
EZENWEKWE, MABEL C.
PG/M.ED/08/48555
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
UNIVERSITY OF NIGERIA, NSUKKA
SUPERVISOR: DR. (MRS) CHIAHA, G. T. U.
FEBRUARY, 2013
3
TITLE PAGE
TEACHER-PRINCIPAL COMMUNICATION PATTERNS
AS CORRELATES OF EFFECTIVE SCHOOL
ADMINISTRATION IN PUBLIC SECONDARY
SCHOOLS IN ONITSHA EDUCATION ZONE
OF ANAMBRA STATE
BY
EZENWEKWE, MABEL C.
PG/M.ED/08/48555
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
UNIVERSITY OF NIGERIA, NSUKKA
FEBRUARY, 2013
i
4
APPROVAL PAGE
THIS PROJET WORK HAS BEEN APPROVED FOR THE DEPARTMENT
OF EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA,
NSUKKA
BY
________________ __________________
Dr. Chiaha, G.T.U DR. D.U. Ngwoke
Supervisor Head of Department
________________ ____________________
Dr. S. C. Ugwuoke Prof. G. C. Unachukwu
Internal Examiner External Examiner
____________________
Prof. I. C. S. Ifelunni
Dean Faculty of Education
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CERTIFICATION PAGE
EZENWEKWE, MABEL C, a Postgraduate student in the Department of
Educational Foundations with Registration Number PG/M.ED/08/48555 has
Satisfactory Completed the Requirements for Course and Research Work for the
Degree of Master of Education in Education Administration and Planning.
The Work embodied in this thesis report is original and has not been
submitted in parts or in full for any other Diploma or Degree of this or any other
University.
________________ _________________
Dr. G. T. U Chiaha Ezenwekwe, Mabel C.
(Supervisor) (Student)
.
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DEDICATION
This work is dedicated to Almighty God for his divine protection throughout
the period of this programme.
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ACKNOWLEDGEMENTS
A research work of this nature could not have been probable but for the
immense assistance received from many sources, I therefore place on record my
profound gratitude and indebtedness to my supervisor Dr. Chiaha G. T. U,
whose invaluable contribution sustained this work to its logical conclusion. The
researcher will forever remain grateful to her.
Also deserving special thanks are Prof. I. C. S. Ifelunni, Prof. G. C.
Unachukwu, Prof. N. Ogbonnaya, Dr. E. U. Nwosu, Dr. S. C. Ugwuoke, Dr. L.
K. Ejionueme, Mr. I. N. Mbaji whose suggestions and constructive criticisms
sharpened the focus of this work.
Equally, the researcher owes special thanks to her husband Prince Arthur
Ezenwekwe and her lovely children Vivian Ezenwekwe, Nnamdi Ezenwekwe,
Onyi Ezenwekwe and Ugonnaya Ezenwekwe for their immeasurable
contributions towards the success of this work.
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TABLE OF CONTENTS
Title Page i
Approval Page ii
Certification Page iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables x
Abstract xi
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 12
Purpose of the Study 13
Significance of the Study 14
Scope of the Study 18
Research Questions 18
Hypotheses 19
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework
Concept of Communication 21
Concept of Communication Patterns 26
Concept of Administration 30
Concept of Effective Administration 34
Communication Patterns and Effective School Administration 39
Theoretical Framework
Human Relations Theory 43
Systems Theory 46
Interaction Mechanisms Theory 49
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Review of Empirical Studies
Studies on Communication Patterns and Discipline in Secondary School
Types of information principals and teachers used in school based
management reform sought, utilized, and valued. 49
Job design and assignment by secondary school administrators in Anambra
State 50
Ways to promote quality administration in secondary schools in Anambra
State. 51
Studies on Communication Patterns and Teachers Professional Performance
Principal's leadership as a critical factor for school performance:
evidence from multi‐levels of primary schools 52
Staff- personnel services in secondary schools the case of Aba Education
Zone of Abia state 54
Studies on Communication Patterns and Peaceful Interpersonal
Relationship of Principals and Teachers
The relationship between effective communication of high school
principals and teachers 55
Studies on Communication Patterns and Secured Learning Environment
in Secondary Schools
The perception of principal communication and its impact on their
perception of school climate 56
The relationship between the school climate and upward communication
patterns 57
Studies on Communication Patterns and Students Academic Achievement
in Secondary Schools
Principal’s communication style and students’ achievement. 58
Summary of Literature Review 59
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CHAPTER THREE: RESEARCH METHOD
Design of the Study 62
Area of the Study 63
Population of the Study 63
Sample and Sampling Technique 64
Instrument for Data Collection 64
Validation of the Instrument 65
Reliability of the Instrument 65
Method of Data Collection 66
Method of Data Analysis 66
CHAPTER FOUR: RESULTS
Research Question 1: the relationship between open communication pattern
and discipline in secondary school 67
Research Question 2: the relationship between inclusive communication
pattern and teachers professional performance 69
Research Question 3: the relationship between two way communication
pattern and peaceful interpersonal relationship of principals and teachers 71
Research Question 4: the relationship between result driven communication
pattern and secured learning environment in secondary schools 73
Research Question 5: the relationship between multichannel communication
pattern and students academic achievement in secondary schools 76
Hypothesis 1: There is no significant difference between the mean ratings
of teachers and principals with regards to open communication pattern as a
correlate to discipline in secondary schools 78
Hypothesis 2: There is no significant difference between the mean ratings
of teachers and principals with regards to inclusive communication pattern
as a correlate to teachers professional performance 79
Hypothesis 3: There is no significant difference between the mean ratings
of principals and teachers with regards to two ways communication pattern as
a correlate to peaceful interpersonal relationship of principals and teachers 80
Hypothesis 4: There is no significant difference between the mean ratings
of principals and teachers with regards to result driven communication pattern
as a correlate to secured learning environment in secondary schools 81
viii
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Hypothesis 5: There is no significant difference between the mean ratings of
principals and teachers with regards to multichannel communication pattern
as a correlate to students academic achievement in secondary schools 82
Summary of the Findings 83
CHAPTER FIVE: DISCUSSION OF RESULTS
Discussion of Results 85
Implications of the Study 96
Recommendations 98
Limitations of the Study 99
Suggestions for Further Studies 99
Conclusion 100
Summary of the Study 103
References 107
APPENDICES
Appendix I: (Teacher-Principal Communication Patterns and Effective
School Administration Questionnaire (TPCPESAQ) 113
Appendix II: (Reliability Co-Efficient) 122
Appendix III: (Schools in Onitsha Education Zone) 124
Appendix IV: (Analysis) 127
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LIST OF TABLES
Table 1: Mean scores of principals and teachers on the extent open
communication pattern correlates with discipline in secondary school 67
Table 2: Mean scores of principals and teachers on the extent inclusive
communication pattern correlates with teachers’ professional performance 69
Table 3: Mean scores of principals and teachers on the extent two ways
communication pattern correlates with peaceful interpersonal relationship
of principals and teachers 71
Table 4: Mean scores of principals and teachers on the extent result driven
communication pattern correlates with secured learning environment in
secondary schools 74
Table 5: Mean scores of principals and teachers on the extent multichannel
communication pattern correlates with students academic achievement in
secondary schools 76
Table 6: z-score analysis of the differences between the mean scores of
principals and teachers with regards to the extent open communication
pattern correlates to discipline in secondary schools 78
Table 7: z-score analysis of the differences between the mean scores of
principals and teachers with regards to the extent inclusive communication
pattern as a correlates to teachers professional performance 79
Table 8: z-score analysis of the differences between the mean scores of principals
and teachers with regards to the extent two ways communication pattern correlates
to peaceful interpersonal relationship of principals and teachers 80
Table 9: z-score analysis of the differences between the mean scores of principals
and teachers with regards to the extent result driven communication pattern
correlates to secured learning environment in secondary schools 81
Table 10: z-score analysis of the differences between the mean scores of principals
and teachers with regards to the extent regards to multichannel communication
pattern correlate to students academic achievement in secondary schools 82
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ABSTRACT
This research study examined the teacher-principal communication patterns as
correlates of effective school administration in public secondary schools in Onitsha
education zone of Anambra State. The study adopted a correlational design
approach in which five research questions were posed and five null hypotheses
tested. The population of the study comprised of all the 31 principals and 1,273
teachers in the 31 secondary schools in Onitsha Education zone of Anambra State.
An instrument titled Teacher-Principal Communication Pattern and Effective
School Administration Questionnaire (TPCPESAQ) was developed by the
researcher to guide the study. The 50 items were trial-tested on a sample of 4
principals and 16 teachers. The data obtained were computed using Crombach
Alpha method. This gave an overall score of 0.90. The five research questions
were analyzed using mean ratings and Standard Deviation, while z-test statistics
was used to test the five null hypotheses at 0.05 level of significance. An overview
of the overall results showed that open communication pattern to a great extent
correlates with discipline in secondary schools. By this result, it implies that school
principals and teachers should adapt open communication pattern as it allows the
principal and teachers to share feedback and criticisms. Equally, the findings of the
study revealed that inclusive communication pattern correlates with teachers’
professional performance to a great extent. By implication, organizations with
inclusive communication pattern is open to people and allows contribution from
within and outside the organization. Likewise, the findings of the study indicate
that two ways communication pattern to a great extent correlates with peaceful
interpersonal relationship of principals and teachers. This exactly reveled that in
the secondary school, when the principal make use of two way communication
pattern; there is every tendency to have a peaceful interpersonal relationship
between the principal and the teachers.
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CHAPTER ONE
INTRODUCTION
Background of the study
The materialization of education activities and its continued existence is to a
large extent dependent on the quality of it teachers. Atanda and Lameed (2006)
defined teachers as professionals who impart skills, knowledge, information and
attitude into the learners. A teacher is a trained person who teaches, especially as a
profession. Teachers, apart from students, are the most crucial inputs of any
educational system (Fadipe, 2003). As such, no education system can rise above
the quality of its teachers. Teachers are the centre-piece in any school level.
Secondary school is one of the levels of Nigeria Education system. The
Federal Government of Nigeria (FGN) (2004) in her National Policy on Education
(NPE) defined secondary education as the education children receive after primary
education and before the tertiary stage. Secondary school is the bridge between the
primary and tertiary levels. As contained in the document, the goals of secondary
education shall be to:
Provide all primary school leavers with the opportunity for a
higher, irrespective of sex, social status, and religious or
ethnic background;
Offer diversified curriculum to cater for the differences in
talents, opportunities and future roles;
Provide trained manpower in the applied science, technology
and commerce at sub-professional grades;
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Develop and promote Nigerian languages, arts and culture in
the context of world’s cultural heritage;
Inspire students with a desire for self improvement and
achievement of excellence;
Foster National unity with an emphasis on the common tries
that unite us in our diversity;
Raise a generation of people who can think for themselves,
respect the views and feelings of others, respect the dignity of
labour, appreciate those values specified under our broad
national goals and live as good citizens;
Provide technical knowledge and vocational skills necessary
for agricultural, industrial, commercial and economic
development.
One of the underline principles is that secondary schools should be able to provide
and promote Nigerian languages, arts and culture in the context of world’s cultural
heritage. This could be best achieved through a well structured curriculum with the
help of the school administrators such as the school principles.
A school principal is the primary leader in a school building. Bradley,
Portin, Knapp, Sue Feldman, Felice, Catherine and Theresa (2009) defined school
principal as the most senior teacher, leader and manager of a school. The principal
is part of a divisional administrative team whose function is to support and assist
the schools in meeting the overall objectives of the division and the needs of
individual students. The principal's main focus should be to develop and maintain
effective educational programs within his/her school and to promote the
improvement of teaching and learning (Ogunu, 2000).
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The duties of the school principal are all encompassing as all aspects of the
schools operations are either directly or indirectly under his/her jurisdiction. In
general terms, Iwuchukwu (2006) maintained that the school principal shall be
responsible for the detailed organization of the school; development of the
instructional program; assignment of duties to and the supervision of members of
his/her staff and the general operation of the school facility. According to
Iwuchukwu, the school principle being the head administrator of a school will
support and assist the school in meeting the overall objectives and the needs of
individual students through staff and students relationship and communication.
Communication is essential for the exchange of information between people.
The word communication has been derived from the Latin word “Communis”,
meaning to share. Aribisala (2006) defined communication as two-way process of
reaching mutual understanding, in which participants not only exchange (encode-
decode) information, news, ideas and feelings but also create and share meaning.
Communication is the exchange and flow of information and ideas from one
person to another. It involves a sender transmitting an idea, information, or feeling
to a receiver.
Communication is the chief means by which human personality engages in
social interaction with one another. Communication is said to be effective when the
information is correctly and completely transferred between the sender and the
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receiver. Effective communication occurs only if the receiver understands the exact
information or idea that the sender intended to transmit (Mistry, Jaggers, Lodge,
Alton, Mericle, Frush and Meliones, 2008). The communication process is
effective once the receiver has understood the message of the sender.
Communication is needed virtually in every aspect of human endeavour. In
the school system, the act of directing staff and students towards accomplishing a
stated goal is dependent on the pattern of communication adopted. The word
pattern is interchangeably used in this study as form, style, modes and methods of
communication. Encarta (2010) defined pattern as a plan or model used as a guide
for making something.
In the communication process, the word pattern is commonly used to
describe communication and the several ways it could be delivered, otherwise
known as communication pattern. Thomson (2004) defined communication pattern
as a way of thinking and behaving. Communication pattern is not ability but
instead a preferred way of using the abilities one has in communication. This
distinction is very important, as ability refers to how well someone can do
something, while a pattern refers to how someone does something.
There are many patterns through which communication can be carried out.
Ligh (2010) categorizes communication in an organization as follows; open
communication, inclusive communication pattern; two way communication
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pattern, result driven communication pattern and multi- channel communication
pattern. According to Ligh, an open communication pattern is one in which all
members of the organization feel free to share feedback, ideas and even criticism at
all levels. In open communication patterns the principal allows teachers to share
feedback and criticisms. This implies that the principal uses participatory decision
making method or leadership skills. The principal is open even to criticisms. This
influences discipline in secondary schools and makes the teachers feel belonged as
part of the school administration. This makes them adhere to instructions. Both the
principal and teachers are careful of their behaviors, showing care for each other
and for the organization.
Inclusive communication pattern is one of the patterns used in
communication. It is one in which explicit steps are taken to ensure that all
employers feel that they are involved in the decisions that affect their day to day
activities (Barnlund, 2008). This entails that organizations with inclusive
communication pattern is open to people and allows contribution from within and
outside the organization. In this era of globalization and internet services such
school principals tap information, locally, nationally and globally to improve the
school administration. All staff and student have confidence in themselves and
improve on their professional performances, as they are seen as part of the school
administration.
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Another aspect of communication pattern is two ways communication. It
involves two ways when the communication is between members of the
organization (Baluska, Marcuso and Volkmann, 2006). In the secondary school,
when the principal make use of two way communication pattern, there is every
tendency to have a peaceful interpersonal relationship between the principal and
the teachers. This type of communication pattern is also used to bridge every
communication gap between the principal and the teachers (Barnlund, 2008).
Result driven communication pattern is another important aspect of
communication pattern. According to Ligh (2010), result driven is focused on
achieving measurable result. With particular reference to the Nigerian secondary
schools, principal and teachers ought to employ this pattern to strategically plan for
achievement, such as a secured learning environment for the achievement of their
targeted goals. Teachers and principal through result driven communication pattern
will harmoniously work together to achieve their aims and objectives.
Another vital communication pattern used in communication is multi-
channel communication pattern. Encarta (2010) defined Multi-Channel
communication as the existence or use of two or more communication channels
over the same path. Multi-Channel communication pattern is used when messages
are to be delivered in multiple ways so as to have the greatest impact (Goldhaber,
1999). With particular reference to the Nigerian secondary, when the principal and
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teachers in secondary schools make use of multi-channel communication pattern,
students are likely to achieve more academically since messages are to be
delivered in multiple ways. This directs that with multi-channel communication
pattern, teachers and students will achieve a lot academically. This study will
therefore explore how principals can make best use of the different communication
patterns above to achieve effectiveness in school administration.
Administration is the management of the affairs of a business, organization,
or institution. Haimann (2012) defined administration as the overall determination
of policies, setting of major objectives, the identification of general purposes and
lying down of broad programmes and projects. Administration refers to the
activities of higher level. It lays down basic principles of the enterprise.
Administration means guidance, leadership & control of the efforts of the groups
towards some common goal (Afe, Ezeonu and Edozie, 2004). Administration is all
the activities carried out in the school by the principals, teachers’ students and
other stakeholders for the achievement of the school objective.
Administration is said to be effective when the overall determination of
policies, setting of major objectives, the identification of general purposes and
lying down of broad programmes and projects is successful, especially in
producing a strong or favorable impression on people (Karen, Kenneth, Kyla and
Stephen, 2010). This implies that effective administration is achieved when the
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interpreted and implemented policies led down by the organization's board of
directors or heads is successful.
Effective administration depends upon three basic personal skills which, for
analytical purposes, can be classified as technical, human, and conceptual (Robert,
2013). According to the researcher, technical skills include a proficiency in
methods, processes, procedures, or techniques; Human skill is an ability to lead
and work effectively in a group and conceptual skill involves the ability to see the
organization as a whole, recognize how various functions interrelate, and
understand how the organization is related to the industry, community, and nation.
This three-skill approach entails effective administration.
The effectiveness of the school principal is arguably the best prediction of
school success. Leithwood (2006) submitted that teachers and principals are the
most significant factors in relation to students’ outcome within the schools. The
principal as an effective administrator plays vital roles such as effective
communication and time management in the smooth running of the school. This
informed the reason why Holy and Miskel (2007) maintained that interpersonal
communication between principal and teachers is one important dimension of
effective administration. Objectives and visions that are communicated and
interpreted successfully in addition to implementation and good teaching is
important dimension of effective administration.
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A key element of an effective school administration is an effective teacher
principal communication pattern, which this study is interested in. The school is
said to be effective if the following are clearly observed, discipline, quality
instructions by the teachers, substantial students achievements, positive nurturing
of school climate and secured environment (Cellen, 2010). For the purpose of this
study, effective school administration is defined as anything the school principal
does towards the achievement of educational goals and objectives as a leader. This
implies that principal-teacher communication patterns affect school effectiveness.
Effective communication pattern of secondary school administration is an
indication of the extent to which school principals, teachers, parents and students
can all achieve school goals. Jenkins (2010) sums up the objectives of effective
administration in form of quadrants of administrative effectiveness which are; high
responsibility and low control. People who fall under this quadrant usually make
the best administrators, and are among the most preferred because of their
willingness to accept responsibility. These administrators are highly effective
because people trust them and believe they can count on them. They seek
consensus whenever possible but are not afraid to make tough decisions when
necessary. This entail that there is a construct developed by the school principals,
teachers and students to distinguish their roles, qualities, behaviours, mental and
emotional characteristics. This construct developed by the school principals,
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teachers and students to distinguish their roles may be viewed as gender
differences.
Gender is a critical issue to individuals, families and societies. This informed
the reason why Anyakoha, (1998) viewed gender as one of the vital issues that
pose challenges and threat to individuals, family and society. Keller (1999)
explained that gender is a social construct developed by the society to distinguish
the roles, behaviours, mental and emotional characteristics between males and
females. In light of the above, gender could be seem as varied socially and
culturally constructed roles, qualities, behaviour that is ascribed to male and female
by different societies. According to United Nations International Children’s
Education Fund (UNICEF, 1998) males are intellectually and physically superior
to females, and they achieve a higher level in an intellectually and physically
demand area such as communication patterns.
With particular reference to secondary school administration, Nwabadi
(2004) maintained that effective administration can never be achieved without
effective communication between the actors like the principals, head teachers and
other teachers. This implies that in secondary schools, the bedrock of effective
administration is conceived as only the role of the principals and head teachers.
This informed the reason why Mbaji (2012) submitted that secondary schools have
suffered huge losses as a result of systemic social disintegration. The researcher
24
further stated that teachers show negative attitudes to their duties. Many student
exhibit nonchalant attitudes toward their studies, they involve themselves in
truancy, criminal act like stealing, cultism, exam malpractice and the rest of them.
According to Mbaji, this unhealthy incident is responsible for ineffectiveness in
secondary school administration.
Considering the ineffectiveness in the secondary school administration
especially in Onitsha education zone, one begins to wonder what might be the
reason. Again looking at the impact of effective communication patterns on
teachers and principals who are the key actors in the secondary schools one
wonders if such communication patterns are in existence in the schools in Onitsha
education zone. Nwagwu (2003) lamented that the prevailing circumstances
surrounding educational practice in Nigeria ranging from crisis of poor academic
achievement, crisis of examination malpractice, crisis of indiscipline among staff
and students, established cases of educated illiterates, crisis in curriculum policies
and activities, crisis of demand and expectation appear to have posed some doubts
on the worthwhileness of Nigeria’s secondary education system. The situation
described above may or may not be quite different in Onitsha education zone
where there are many secondary schools situated in both rural and urban
communities. These abnormalities therefore, aroused the interest of the researcher
to investigate whether teacher-principal communication patterns is a correlate of
25
effective school administration in public secondary schools in Onitsha education
zone of Anambra State.
Statement of the Problem
In most secondary schools today, what is found is ineffectiveness in
administration. Ineffectiveness in school administration has become a topic of
discussion in television programmes, radio, newspapers, churches, social
organizations and society at large. Among the issues in question are; mass failures
of students in most external examinations, the high rate of indiscipline in the
school system, the unsecured learning environment, poor professional performance
on the side of teachers among others. This ineffectiveness in secondary school
administration is characterized by high rate of indiscipline on the part of teachers
and the students. The teachers show negative attitudes to their duties. Many student
exhibit nonchalant attitudes toward their studies, they involve themselves in
truancy, criminal act like stealing, cultism, exam malpractice and the rest of them.
These unhealthy incidents appear to be responsible for ineffectiveness in secondary
school administration.
Considering the ineffectiveness in the secondary school administration
especially in Onitsha education zone, one begins to wonder what might be the
reason. Again looking at the impact of effective communication patterns on
teachers and principals who are the key actors in the secondary schools one
26
wonders if such communication patterns are in existence in the schools in Onitsha
education zone. This had led to the search for the possible cause and solutions of
the problem. Having gone through the importance of effective communication
patterns in effective school administration which includes sound discipline,
positive professional performance of the teachers, secured learning environment,
students good academic achievements and peaceful interpersonal relationship
between the principal and teachers. Against these back drops, the researcher found
it necessary to investigate the communication patterns existing in these schools
with a view to find out whether teacher-principal communication patterns is a
correlate of effective school administration in public secondary schools in Onitsha
education zone of Anambra State. Put in question form, to what extent does
teacher-principal communication patterns correlates with effective school
administration in public secondary schools in Onitsha education zone of Anambra
State.
Purpose of the Study
The general purpose of this study focused on teacher-principal
communication patterns as correlates of effective school administration in public
secondary schools in Onitsha education zone of Anambra State. Specifically, the
study examined:
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1. the relationship between open communication pattern and discipline in
secondary school.
2. the relationship between inclusive communication pattern and teachers
professional performance.
3. the relationship between two way communication pattern and peaceful
interpersonal relationship of principals and teachers
4. the relationship between result driven communication pattern and secured
learning environment in secondary schools.
5. the relationship between multichannel communication pattern and students
academic achievement in secondary schools.
Significance of the Study
The benefits that accrued from this study are of both theoretical and practical
significance. Theoretically, the findings of the study validated and also added
body of knowledge to Human relations theory, Systems theory and Integration
mechanisms theory. This is because the kind of interaction that occurs in the
theories is a typical form of social interaction that exists between the principals,
teachers and students in secondary schools. For the overall determination of
policies, setting of major objectives, the identification of general purposes and
lying down of broad programmes and projects to be successful, especially in
producing a strong or favorable impression on students in secondary schools. The
28
principals, teachers and students must communicate effectively. The principal must
have the capacity to relate and exchange ideas with the teachers and students.
Practically, the findings of the study when published and presented in
seminars/workshops or conferences will be beneficial to the stakeholders in
education namely; the government, principals, teachers, students, the school
administrators, ministry of education, educational policy makes and future
researchers.
The results of the study will be beneficial to government through the
Ministry of Education, post primary school education boards and other organs of
Government. It is expected to find out the relationship that exists between inclusive
communication pattern and teachers professional performances in secondary
schools. It is also expected to highlight the current state of inclusive
communication pattern and teachers professional performances in secondary
schools. Such information will be necessary in guiding the government in
formulating policies and objectives to improve and sustain the secondary schools
in Nigeria.
The findings of this research will also be beneficial to the secondary school
principals in organizing workshops and seminars for teachers and students.
Incidents of communication pattern and peaceful interpersonal relationship of
principals, teachers and students will be highlighted. This will guide the school
29
principals to maintain peaceful interpersonal relationship between staff for
effective schools administration in secondary schools.
The results of the research will further be of benefit to secondary school
teachers. This study will create awareness among teachers on the need for teacher-
principal communication pattern for effective school administration. The study will
also inform the secondary school teachers of the need for effective communication
pattern for effective school administration, like discipline, substantial academic
achievements, on the part of the teachers, the principal and the students.
The benefit of the study to students is that, it is hoped that students will be
enlightened about communication patterns and how it determines their academic
achievement. This will inform and equip them to communication and enjoy
stimulating learning environment supported by staff and community relationship
both inside and outside the classroom.
The findings of this research will also be of benefit to schools
administrators. The result will informed them of how the principals could have
more communication patterns with the teachers that can enhance effective school
administration including discipline, improved professional performance, teachers
principal peaceful interpersonal relationship, secured learning environment,
students academic achievement’s in the secondary.
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It will be beneficial to the state ministry of education by enabling them to
become aware of the expected teacher-principal communication pattern that is
responsible for the ineffective school administration. This study will enable them
to understand the types of communication patterns between the teachers and the
principals that can bring about effective school administration in secondary schools
To the educational policy makers, they will from the findings of this study
be in the better position to formulate appropriate policies on effective teacher
principal communication pattern for effective secondary school administration.
Also it will give them insight into the short comings of communication patterns
between the teachers and the principals.
Finally if the finding is published in a widely circulated journal, further
researchers who may desire to carryout studies relating to the study will equally
benefit from this research work because; it will provide them direction on the
guidelines for their study and indeed serve as an additional reference material for
further studies.
31
Scope of the Study
The geographical scope of this study covered all the public secondary
schools in Onitsha education zone of Anambra State. The content scope focused on
the relationship between open communication pattern and discipline in secondary
school; relationship between inclusive communication pattern and teachers
professional performance, relationship between two way communication pattern
and peaceful interpersonal relationship of principals and teachers, relationship
between result driven communication pattern and secured learning environment in
secondary schools and relationship between multichannel communication pattern
and students academic achievement in secondary schools.
Research Questions
The following research questions were formulated to guide this study.
1. To what extent does open communication pattern correlates with discipline
in secondary school?
2. To what extent does inclusive communication pattern correlates with
teachers professional performance?
3. To what extent does two ways communication pattern correlates with
peaceful interpersonal relationship of principals and teachers?
4. To what extent does result driven communication pattern correlates with
secured learning environment in secondary schools?
32
5. To what extent does multichannel communication pattern correlates with
students academic achievement in secondary schools?
Research Hypotheses
To guide the study, the following hypotheses are formulated and tested at
0.05 level of significance.
1. There is no significant difference between the mean ratings of teachers and
principals with regards to open communication pattern as a correlate to
discipline in secondary schools.
2. There is no significant difference between the mean ratings of teachers and
principals with regards to inclusive communication pattern as a correlate to
teachers professional performance.
3. There is no significant difference between the mean ratings of principals and
teachers with regards to two ways communication pattern as a correlate to
peaceful interpersonal relationship of principals and teachers.
4. There is no significant difference between the mean ratings of principals and
teachers with regards to result driven communication pattern as a correlate to
secured learning environment in secondary schools
5. There is no significant difference between the mean ratings of principals and
teachers with regards to multichannel communication pattern as a correlate
to students academic achievement in secondary schools.
33
CHAPTER TWO
REVIEW OF LITERATURE
This chapter reviews literature under the following sub headings; conceptual
framework, theoretical framework, reviews of related empirical studies and
summary of literature review.
Conceptual Framework
� Concept of Communication
� Concept of Communication Patterns
� Concept of School Administration
� Concept Effective Administration.
� Communication Pattern and Effective School Administration.
Theoretical Framework
� Theory of Human Relations
� Systems Theory
� Interaction Mechanisms Theory
Empirical Studies
� Study on ways to promote quality administration in secondary
� Study on staff- personnel services in secondary schools
� Study on appraisal of job design and assignment by secondary school
administrators
� Study on the relationship between effective communication of high school
principals and teachers.
� Study on relationship between the school climate and upward
communication patterns
� Study on the perception of principal communication and its impact on their
perception of school climate
� Study on principal’s communication style and students’ achievement
� Study on the types of information principals and teachers used in school
based management reform sought, utilized, and valued
Summary of Literature review
20
34
Conceptual Framework
Concept of Communication
Communication is essential for the exchange of information between people.
The word communication has been derived from the Latin word “Communis”,
meaning to share. Aribisala (2006) defined communication as two-way process of
reaching mutual understanding, in which participants not only exchange (encode-
decode) information, news, ideas and feelings but also create and share meaning.
Communication is the exchange and flow of information and ideas from one
person to another. It is the exchange of information between people by means of
speaking, writing, or using a common system of signs or behavior (Encarta, 2010).
It involves a sender transmitting an idea, information, or feeling to a receiver.
Communication is a verbal or written message or exchange of information between
two or more people.
Today’s view of communication is much more complex. Communication
can have several purposes which include satisfying individual and social needs, to
cooperate and understand the world, as well as a way to distribute information and
message (Dimbleby and Burton 1998). Communication is an act through which
information is transmitted or conveyed through a verbal or written message
between two or more people.
35
Communication is much more than distributing messages, it is interplay
between actors (Johansson, 2003). Depending on how communication is
conducted, in what circumstances and with what actors, it can render different out
comes. Communication quality is dependent on both the actors, such as principals
and teachers, and the actual situation and its prerequisites. A variety of variables
interact which means that communication is created in actual moments and
therefore is hard to predict (England, 2007). Communication within a school
organization differs in some respect from other communication processes. Schools
have objectives to fulfill and expected results to achieve. How the tasks and
activities are organized are other structural prerequisites that contribute to how
communication is conducted. Therefore, effective communication in secondary
schools is inevitable between the teachers and principal for effective school
administration.
The content of communication is of mutual interest to the sender and the
receiver. Communication is likely to breakdown with an unwilling receiver
because the receiver’s efforts to receive the information will be minimum. The
possibilities of incomplete communication are minimized because words, phrases,
idioms, proverbs and their meanings are easily understood (Owen, 2001).
Communication is more successful if they speak a common language.
36
Common environment promotes successful communication. People with a
similar background receive the intended message without any hassles. Common
environment would cover areas/activities such as: Common nationality, Common
economic status, Common culture, Common social interests, Common age group,
Common professions among others (McNeill, 2000). Thus commonness is an
important element in communication.
Communication is the chief means by which human personality engages in
social interaction with one another. Communication is said to be effective when the
information is correctly and completely transferred between the sender and the
receiver. Effective communication occurs only if the receiver understands the exact
information or idea that the sender intended to transmit (Mistry, Jaggers, Lodge,
Alton, Mericle, Frush and Meliones, 2008).
Effectiveness has to do with ability to produce a stated goal. According to
Sambe (2005), effectiveness means producing favorable impression successful,
especially in producing a strong or favorable impression on people. However, most
researchers contend that school effectiveness is a multifaceted concept, which
makes its definition and subsequent analysis difficult. For example, a specific
definition of effectiveness may depend upon the education outcome being
examined. Schools that improve test scores from year to year may be considered
effective, but schools may improve scores on one set of tests but fail to improve on
37
other tests or on other indicators such as student retention or percent of students
taking advanced placement courses. It implies the extent of success or achievement
of stated objectives.
The communication process is effective once the receiver has understood the
message of the sender. According to Hamilton (2001) effective communication
requires an in- depth look at what is being communicated and how people make
sense out of the information. Effective communication is not an isolated series of
one skill, it involves several skills. For example, speaking involves not only getting
your message across but also being able to listen and understand what others are
saying(active listening) and observing the verbal and nonverbal clues in order to
monitor the effectiveness of your message.
A good working definition for effective communication is sharing meaning
and understanding between the person sending the message and the person
receiving the message. Effective communications is a two-way process that starts
with the sender. The sender conveys information necessary for mission
accomplishment (Jenkins and Parra’s, 2003). The sender must be proactive in
making the receiver understand the message. The key element here “understands”.
Level of understanding- For effective communication occurs when the sender and
the receiver interact at a common level of understanding. To ensure effective
38
communication, information needs to be presented in such a manner that it may be
easily received by the receiver.
There are two approaches to effective communication. Interaction or Two-
Way Communication; recognizes the role of the receiver as a communicator
through feedback. It is message centered and is a very simplistic view of the
communication process. Feedback allows senders to see if their message got
across.
Transaction is another approach to effective communication. This approach
focuses on meaning and sharing by accounting for all other factors in the
communication process. It is concerned with the barriers that might affect the
communication. This is when the communication process is applied and carried out
completely. The sender gives a message that is passed on to the receiver. In return,
the receiver can give clear feedback that allows the sender to know whether or not
the message was received as intended. If the message was not received as intended,
then the sender will continue the communication process again in order to ensure
effective communication. Effective communication between the teacher and the
principal is a major part in achieving educational goals.
39
Concept of Communication Patterns
The word pattern is interchangeably used in this study as form, style, modes
and methods of communication. Encarta (2010) defined pattern as a plan or model
used as a guide for making something. In the communication process, the word
pattern is commonly used to describe communication and the several ways it could
be delivered, otherwise known as communication pattern. Thomson (2004) defined
communication pattern as a way of thinking and behaving. Similarly Guy (2011)
described communication patterns with form and style. According to the author,
most effective and healthiest form of communication is the assertive style.
Communication pattern is not ability but instead a preferred way of using the
abilities one has in communication. This distinction is very important, as ability
refers to how well someone can do something, while a pattern refers to how
someone does something.
There are many patterns through which communication can be carried out.
Ligh (2010) categorizes communication in an organization as follows; open
communication, inclusive communication pattern; two way communication
pattern, result driven communication pattern and multi- channel communication
pattern. According to Ligh, an open communication pattern is one in which all
members of the organization feel free to share feedback, ideas and even criticism at
all levels. In open communication patterns the principal allows teachers to share
40
feedback and criticisms. This implies that the principal uses participatory decision
making method or leadership skills. The principal is open even to criticisms. This
influences discipline in secondary schools and makes the teachers feel belonged as
part of the school administration. This makes them adhere to instructions. Both the
principal and teachers are careful of their behaviors, showing care for each other
and for the organization.
Inclusive communication pattern is one of the patterns used in
communication. It is one in which explicit steps are taken to ensure that all
employers feel that they are involved in the decisions that affect their day to day
activities (Barnlund, 2008). This entails that organizations with inclusive
communication pattern is open to people and allows contribution from within and
outside the organization. In this era of globalization and internet services such
school principals tap information, locally, nationally and globally to improve the
school administration. All staff and student have confidence in themselves and
improve on their professional performances, as they are seen as part of the school
administration.
Another aspect of communication pattern is two ways communication. It
involves two ways when the communication is between members of the
organization (Baluska, Marcuso and Volkmann, 2006). In the secondary school,
when the principal make use of two way communication pattern, there is every
41
tendency to have a peaceful interpersonal relationship between the principal and
the teachers. This type of communication pattern is also used to bridge every
communication gap between the principal and the teachers (Barnlund, 2008).
Result driven communication pattern is another important aspect of
communication pattern. According to Ligh (2010), result driven is focused on
achieving measurable result. With particular reference to the Nigerian secondary
schools, principal and teachers ought to employ this pattern to strategically plan for
achievement, such as a secured learning environment for the achievement of their
targeted goals. Teachers and principal through result driven communication pattern
will harmoniously work together to achieve their aims and objectives.
Another vital communication pattern used in communication is multi-
channel communication pattern. Encarta (2010) defined Multi-Channel
communication as the existence or use of two or more communication channels
over the same path. Multi-Channel communication pattern is used when messages
are to be delivered in multiple ways so as to have the greatest impact (Goldhaber,
1999). With particular reference to the Nigerian secondary, when the principal and
teachers in secondary schools make use of multi-channel communication pattern,
students are likely to achieve more academically since messages are to be
delivered in multiple ways. This directs that with multi-channel communication
pattern, teachers and students will achieve a lot academically.
42
The type of communication patterns used will determine the result. The
affect the pattern has on people must be a measure of communication
effectiveness. In an organization like schools, the use of more than one pattern or
style or form can impact a positive result. The particular communication pattern
depends richly on the context in question. Again, communication patterns means
the methods, ways, forms, styles of transferring information or messages from
sender to receiver; and effective communication pattern referred to those methods,
form, ways, styles among ohers that make the information or massages to be
correctly and completely transferred between the sender and the receiver with
releasing of right responses and not only sending the right massages. According to
Salazar (2008), high impact leaders create processes that foster two-way
communication rather than channels that direct the flow of information in only one
direction.
In line with the above, Clampitt (2001) identities a flow with one-way
communication by stating, even if the massage sender effectively articulates an
idea, it does not necessarily guarantee it will be understood as intended. In addition
he identified two faulty assumptions in explaining the continued reliance on one-
way communication. First the receivers are seen as passive information processors.
Instead of being passive processing machines, however, people actively reconstruct
messages and create their own meanings. Second, words are seen as containers of
43
meaning. He stated, “Language works against this assumption. For example
meaning depends on how the words are used, the context in which the statement is
made, and the people involved. Words do not serve as much as containers of
meaning as stimulators of meaning” (P. 344). Two way communications consist of
all participants in the process initiating and receiving massages.
The type of communication pattern used in our secondary school system will
go a long way to determine the effectiveness of the information or massages pass
on between the teacher and principal for effective school administration.
Concept of Administration
The word ‘administer’ is derived from the Latin word administere, which
means to care for or to look after people, to manage affairs. Administration is the
management of the affairs of a business, organization, or institution. Haimann
(2012) defined administration as the overall determination of policies, setting of
major objectives, the identification of general purposes and lying down of broad
programmes and projects. Administration refers to the activities of higher level. It
lays down basic principles of the enterprise. Administration means guidance,
leadership & control of the efforts of the groups towards some common goal (Afe,
Ezeonu and Edozie, 2004). Administration is all the activities carried out in the
school by the principals, teachers’ students and other stakeholders for the
achievement of the school objective.
44
Almost every human activity involves some kind of administration or the
other. Even in primitive societies, simple activities like hunting, food, gathering
among others, could not be carried on without some form of administration.
Somebody had to determine as to who will do what. Certain forms of behaviors
had to be laid down to decide the distribution of work among members of the
groups. Administration at that time was rather simple because the tasks to be
carried out were also simple. With the growing complexity of modern life,
administration of private as well as public affairs like school administration
becomes more and more complex. Some definitions of administration by
prominent scholars include; Getting things done; with the accomplishment of
defined objectives (Afe, Ezeonu and Edozie, 2004). Administration as the
organization and use of men and materials to accomplish a purpose and as
Specialized vocation of managers who have skills of organizing and directing men
and materials just as definitely as the engineer has the skill of building structure or
a doctor has the skill of understanding human ailments (Olga, 2001).
Administration could be seen as the organization and direction of human
and material resources to achieve desired ends. Encarta (2010) sees administration
as the management of the affairs of a business, organization, or institution.
It is the organization and use of men and materials to accomplish a purpose. In the
opinion of Mgbodile (2003), administration is the capacity of coordinating many,
45
and often conflicting, social energies in a single organism, so adroitly that they
shall operate as a unity. It is the organization and use of men and materials to
accomplish a purpose. Administration is the organization and direction of human
and material resources to achieve desired ends. Administration is a determined
action taken in pursuit of a conscious purpose. It is the systematic ordering of
affairs and the calculated use of resources that aimed at achieving desired ends
(Oboegbulem, 2004). In its broadest sense, the administration can be defined as
the activities of group cooperating to accomplish common goals.
A brief analysis of the definitions listed above reveals that administration
comprises two essentials elements namely cooperative effort, and pursuit of
common objectives. One does not find any administration if there is only a
common purpose without a collective effort or vice-versa. Administration is also
called a ‘technology of social relationships’. Thus, administration is a process
common to all group effort, public or private, civil or military, large scale or small
scale. It is a process at work in a department store, a bank, a university, a high
school, a railroad, a hospital, a hotel or a local government.
From the above, it becomes clear that administration is essentially a group
activity which involves co-operation and coordination to achieve desired goals or
objectives. This also means that administration has an element of rationality.
46
Administration is thus a rational action, an endeavour to maximize the
achievement of goals or objectives, by a group of human beings.
There is a difference of opinion about the question as to what activity or
activities are included in administration. According to Adebayo (2008),
administration is the sum total or the whole complex of activities, manual, clerical,
technical and managerial which are undertaken to realize the objective in view for
instance, the implementation of the policy or policies in a given field.
Administration is not the sum total of the activities undertaken in pursuance of a
purpose but pertains to only some of the activities concerned with management
which unite and control of the rest of them as part of co-coordinated endeavor
(Cole, 2000).
The distinction between the two views of 'Administration’ is related to the
difference between the management and operation, or in ordinary words between
doing things and getting things done. According to Mgbodile (2004), only
managerial or supervisory activities constitute administration. The operational
activities are not included. It may also be said that according to the managerial
view, ‘Administration’ is not doing things, but getting them done. An
administrator is a functionary who gets things done by others by directing and
supervising their work.
47
Administration as an activity is as old as society itself (Ozochi, 2009). As a
process, administration occurs in both public and private organizations. It occurs
in such diverse institutions as settings up of business firm, labour unions, religious
or charitable organizations, educational institutions among others. Its nature is
affected by the sphere with which it is concerned. Administration is commonly
divided into two types, Public and Private Administration. As an aspect of
government activity it has existed since the emergence of political system(s).
While public administration relates to the activities carried out by government,
private administration refers to the management of private business enterprises. It
is important to understand that functioning of administration lies on the
understanding of the government. Effective public administration deals with the
degree to which an organization’s goals are correctly achieved bearing in mind the
demands from both internal and exterior environments.
Concept of Effective Administration
Effective administration is one link in the process of pursuing organizational
goals administrative communication and coordination which involve school
equipment and resources, students’ overall performance, teachers’ professional
performance. Administration is said to be effective when the overall determination
of policies, setting of major objectives, the identification of general purposes and
lying down of broad programmes and projects is successful, especially in
48
producing a strong or favorable impression on people (Karen, Kenneth, Kyla and
Stephen, 2010). This implies that effective administration is achieved when the
interpreted and implemented policies led down by the organization's board of
directors or heads is successful.
Effective administration depends upon three basic personal skills which, for
analytical purposes, can be classified as technical, human, and conceptual (Robert,
2013). According to the researcher, technical skills include a proficiency in
methods, processes, procedures, or techniques; Human skill is an ability to lead
and work effectively in a group and conceptual skill involves the ability to see the
organization as a whole, recognize how various functions interrelate, and
understand how the organization is related to the industry, community, and nation.
This three-skill approach entails effective administration.
The effectiveness of the school principal is arguably the best prediction of
school success. Leithwood (2006) submitted that teachers and principals are the
most significant factors in relation to students’ outcome within the schools. The
principal as an effective administrator plays vital roles such as effective
communication and time management in the smooth running of the school. This
informed the reason why Holy and Miskel (2007) maintained that interpersonal
communication between principal and teachers is one important dimension of
effective administration. Objectives and visions that are communicated and
49
interpreted successfully in addition to implementation and good teaching is
important dimension of effective administration.
A key element of an effective school administration is an effective teacher
principal communication pattern, which this study is interested in. The school is
said to be effective if the following are clearly observed, discipline, quality
instructions by the teachers, substantial students achievements, positive nurturing
of school climate and secured environment (Cellen, 2010). For the purpose of this
study, effective school administration is defined as anything the school principal
does towards the achievement of educational goals and objectives as a leader. This
implies that principal-teacher communication patterns affect school effectiveness.
Effective school administration is an indication of the extent to which school
principals, teachers, parents and students can all achieve school goals. However,
school administration involves factors such as internal or external operations, thus
specific goals are required as core, through planned action programmes, with
support and approval from related personnel, to achieve the goals (Hsu, 2006;
Ravasi & Verona, 2001; Wu, 2005). In this study effective school administration is
achievement of the goals set by government to be achieved by secondary school
principals and other stakeholders. As specified in the national policy on education,
objectives of Nigerian secondary education include;
50
Provide all primary school leavers with the opportunity for a
higher, irrespective of sex, social status, and religious or
ethnic background;
Offer diversified curriculum to cater for the differences in
talents, opportunities and future roles;
Provide trained manpower in the applied science, technology
and commerce at sub-professional grades;
Develop and promote Nigerian languages, arts and culture in
the context of world’s cultural heritage;
Inspire students with a desire for self improvement and
achievement of excellence;
Foster National unity with an emphasis on the common tries
that unite us in our diversity;
Raise a generation of people who can think for themselves,
respect the views and feelings of others, respect the dignity of
labour, appreciate those values specified under our broad
national goals and live as good citizens;
Provide technical knowledge and vocational skills necessary
for agricultural, industrial, commercial and economic
development. (FRN, 2004:18).
These goals are expected to be achieved through a well structured curriculum with
the help of the school administrators such as the school principles and other
stakeholders.
In a similar view, Jenkins (2010) sums up the objectives of effective
administration in form of quadrants of administrative effectiveness which are;
High responsibility and low control. People who fall under this quadrant usually
make the best administrators, and are among the most preferred because of their
willingness to accept responsibility. They are not ‘finger-pointers’ or ‘buck-
passers’. They are quick to accept blame, they are equally swift to deflect, and
51
share, praise. They are rarely self-promotional types, preferring instead to lead by
example, refusing to ask of others to do what they would not do themselves. These
administrators are highly effective because people trust them and believe they can
count on them. They seek consensus whenever possible but are not afraid to make
tough decisions when necessary.
High responsibility and high control. Next in effectiveness is this group of
administrators, who are often well liked, even beloved, because they give
everything they have to the job and everyone knows it. They are high in
controlling-sweating the details, worrying that everything is done correctly and on
time-but people tend to overlook this negative aspect because they also take so
much personal responsibility for everything.
Low responsibility, low control. The third administrative type is probably the
least effective, though not the most despised, they tend to leave people alone, like
their high-responsibility, low-control colleagues. The problem is that, unlike their
high-responsibility colleagues is that, the low-responsibility types tend to leave
everything else alone, too, including their own duties. Basically, they are low in
responsibility and control. The title of most-despised administrator belongs to this
group of "leaders." They are also among the least effective. They are always
passing the buck, forever pointing fingers, constantly throwing subordinates and
52
colleagues under the bus. They demand the lion's share of the credit for any
success, but they will quickly lay the blame for failure at the feet of anyone else.
Communication Patterns and Effective School Administration
Educational organization today utilizes significantly different lines of
communication as experienced in the past. Prior to the invention of the telegraph in
1837, communication was limited to the distance a person could shout or see and
was restricted to the speed of a person, a horse, or a boat (Baker, 2002).
Advancements in technology have revolutionized the way people communicate
with one another and also in school system, Electronic Mail Instant Messaging
Voice Mail, Facsimile, Audio and Video conferencing and Internet have decreased
the amount of face to face communication and increased the amount of electronic
communication existing within our organizations including our schools. This
change allows for vast amounts of information to be distributed quickly over
greater distances and with large numbers of people. These technological
advancements have changed the types of communication taking place in
organizations today. Weisband (2008, p.5) stated, “Many school administrators
today communicate regularly with individuals, with their team members, and with
larger organizational units at a distance”. Reeves (2006) acknowledged the
increasing use of technology in communication, yet urges the importance of
holding on to the non-technological side of communication. The researcher
53
described communicators in today’s organizations as simultaneously high
technology and high touch, maximizing their reach through technology, as they
optimize their effectiveness with the encouragement, hug, note or the spoken work
can provide. The American Psychological Association (APA) (2008) explained
that undoubtedly that new technologies have advanced the human capacity for
rapid communication in unprecedented ways. However rapid social change often
has negative benefits. The APA further stated that because of the speed of change
associated with recent technologies, the full nature of their impact on people’s
social lives is still unclear”.
The relationship between communication pattern and effective school
administration indicates that communication plays a significant role in leadership
process through goal-setting, implementation, evaluation and feedback. Infact,
effective communication has been attributed as a source of effective school
administration. Principals who communicate effectively are always associated with
effective school administration. Leadership style depends upon whether the leader
is task oriented or people oriented. Bass (1998) often refer the people oriented
leaders while analyzing the relationship between organizational communication
and effective administration, that people oriented leaders tend to have more intense
communication system more frequently then task-oriented leaders they used formal
system of communication less frequently than task oriented leaders. People
54
oriented leaders dealt with social matters, politics, and personal elements in their
informal talk. People oriented leaders’ suppressed negative attitudes and
conflicting material and use of third party gossip to get critics through.
Perspectives such as values and ethical perspective are crucial to understand
the complexity of educational organizations. As explained by Johnson and Beley
(2009), other perspectives such as informal dimension, values and ethical
perspective as essential to understand the complexity of educational organizations.
Often organizational theory and literature are connected to private enterprises.
Schools as public, have their prerequisites. Different values and attitudes such as
having transparency in the processes and institutional factors affect the daily work.
This means that organizations such as schools can not be expected to function as
one actor instead it consists of tensions and dilemmas (Christense laegreid, Roness
and Rovit, 2005). School administrators as principals should always adopt
effective communication patterns that can lead to effective school administration.
55
Ineffective School Administration, Teacher-Principal Communication Pattern
and Effective School Administration of Secondary Schools
Ineffective School
Administration
Effective School
Administration Teacher-Principal
Communication Pattern
Indiscipline
Poor Teachers
Professional Performance
Lack of Peaceful
Interpersonal Relationship
Lack of Secured Learning
Environment
Open Communication Pattern
Inclusive Communication pattern
Two Way Communications
Result Driven Communication
Poor Students’
Academic
Achievement
Multichannel Communication
Pattern
Discipline
Positive Teachers
Professional Performance
Peaceful Interpersonal
Relationship
Secured Learning
Environment
Positive Students’
Academic Achievement
→ → → →
→
← ← ← ←
←
Secretive Communication Pattern
Assertive Communication pattern
One Way Communications
Aimless Communication Pattern
One-channel Communication
Patter
↓
↓
↓
56
Theoretical Framework
For the theoretical framework of this study, a brief x-ray of human relation
theory, systems theory and integration mechanisms theory that relates to the topic
under study are imperative. They are organized under the following headings:
Human Relations Theory
This theory was developed by Mary Follet, a social philosopher who existed
between 1868-1933, the central idea in this theory is that the human factor is
important in the achievement of organizational goals.
Follet is always regarded as the first great proponent of human relation
theory. Follet was concerned with human problem encountered in organization,
and therefore concluded that such problems can only be minimized when there is
co-operation among the workers. Based on this Follet developed few
organizational principals all of which centered on co-ordination.
The principles include,
Coordination by direct contact with people concerned. This means that people
should be dealt with individually;
Coordination in the early stages suggesting that coordination in an organization
should not be delayed;
Coordination as the reciprocal relation of all the factors in a situation. In other
words, coordination should involve an agreement of all individuals;
57
Coordination as a continuing process, the implication is that an administrator
should always be coordinating people, their works and other resources at all
times. Coordination should therefore not be seen as a seasonal or temporary
affairs.
This theory is relevant to this study of the teacher principal communication
patterns and effective school administration in the following ways:
The theory is centered on human relationship in the organization, and the
principals and teachers are the actors in the secondary school system and there is
no way the school can function effectively without positive relationship between
them. There should be day to day interaction. There must be an effective
communication pattern between the teacher and principal before the principal as an
administrator can discover the problems and interest of the teachers. The theory
emphasized on problems workers encounter in organization.
Since the theory is based on reciprocal relationship, the principal always use
a communication pattern indicating colleagues oriented, rather than master/servant
phenomenon which this theory preaches. The theory emphasizes on human
treatment of workers and all those affected by any decision to be part of the
decision making process. The principal in inclusive communication pattern
involves leaders in decision making and on what concerns them. Therefore in
secondary schools the human relation theory is very relevant in the teacher
58
principal communication patterns for effective schools administration. The study
will investigate the extent teachers participate in school administration and the
extent they relate closely amongst themselves.
Systems Theory
This theory is concerned with conceptualizing the theoretical context in
which the investigation is rooted. The system theory is therefore considered most
relevant to this study. This systems theory was propounded in 1920 by Bertalanffy.
The system is seen as a series of interrelated and interdependent parts in such a
way that the interaction of any part of the system affects the whole system. That is
one part of the system must interact and depend on the other parts around it to
function effectively. The system theory is relevant to communication in education
system because education system (school) is a system and the concept of
interaction and interdependence of parts with the education system like all other
social systems has identical properties with the other system. The schools are
looked at in terms of social system as complex interactive examined structurally
and operationally. It is of immense help to this project work as the teacher-
principal communication pattern reflects in the school objectives and functions,
and the ultimate goal of the educational system in which they operate.
The principal is the administrator while the teacher is the instructor, both
represents a crucial component of the social system. This implies that the principal
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as the chief executive of the school, teacher as the major instructor deals with
students at all times and they are bound to get along with them. For the principal to
perform his administrative roles very well, he is expected to ensure that he exhibits
the qualities required of him so as to achieve secondary school objectives and goals
as stipulated in the National Policy (FRN, 2004). This brings to the limelight 'the
ideas of teachers-principal’s communication pattern. It contends that when
effective communication pattern is utilized, the principals and teachers do their
works very well and productivity is likely to be high.
This implies that the effective administration of the principal which in turn
depends on the teacher principal communication pattern determines the
performance of teachers and students. The study will investigate the extent to
which teacher-principal communication pattern influence teacher professional
performance and students’ academic achievement.
Integration Mechanisms Theory
Integration is the general term under which unifying arrangements in
organizations are subsumed. A broad set of possible integration practices is
available to school principals and in secondary schools. Mintzberg’s (1979 and
1983) propounded the organizational theory which distinguishes between six
coordination mechanisms that are highly suitable as a paradigm of effective school
administration. Although not all of them apply to the administrative practices of
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secondary schools, part of these integration mechanisms could in general be a
helpful tool to describe and typify secondary schools. By linking these with the
outcomes of effective school literature, four integration mechanisms that could be
important administrative tools for principals, teachers and faculty heads of
secondary schools can be distinguished. The first integration mechanism stimulates
a “mutually adjusted influence structure” in secondary schools. Effective school
principals consider it vital to ensure that teachers’ views are taken into account,
and this positively relates to an effective and self-improving for teachers.
This study will highlight the significance of shared decision making in
secondary school matters. However, not only the teachers and the principals are
important in promoting a policy of mutual adjustment in schools through effective
communication. This study will ascertain if principals and teachers in Onitsha
education zone help in promoting the policy.
The influence of effective communication on the school’s policy and the
educational processes of various school stakeholders seem to contribute more
effectively to school adjustment or transformation. As the members of the school
board, the parent-teachers association, other parents, and students, also seems to
contribute to more effective, mutually adjusted schools.
Another mechanism involves standardization through work processes and
output. This concerns the degree to which teachers and principals make
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arrangements for teaching strategies, learning objectives, learning content, use of
homework, and tests. The standardization of teachers’ behaviours toward students:
the extent to which teachers behave according to a set of prescribed school rules
concerning truancy and students -arriving late, rules on the teachers’ testing policy,
as well as rules set for classroom behaviour. Promoting management practices
based on this integration mechanism makes it clear for both the teachers and
students as to what the school staff stand for as well as which set of rules and
norms students should comply with. This should result in a safe and educationally
supportive learning environment that will promote better learning attitudes better
and higher achievement motivation.
The fourth mechanism that secondary schools’ principals and leaders can
use for effective administration is referred to as standardization through skills and
norms, and this focuses on staff development policy and practices used in the
schools. Effective school managers seem to distinguish themselves from the less
effective ones by demonstrating a strong interest in the professionalization of their
team members as a tool to improve the school as a social educational entity. This
study will explore these interrelation mechanisms as they relate to communication
patterns and effective secondary school administration.
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Review of Empirical Studies
This section is concerned with review of studies done in the area of teacher-
principal communication patterns and effective school administration in public
secondary schools. It also examined how related and how relevant they are to the
present study.
Studies on Communication Patterns and Discipline in Secondary School
Kirby and Bogotch (1996) conducted a study to determine the types of
information principals and teachers used in school based management reform
sought, utilized, and valued. The purpose of the study was to find out the types of
information principals and teachers used in school based management reform. The
study was a survey. To achieve the purpose, three research questions were stated
and three hypotheses were formulated. The population of the study comprised all
the 182 principals and 1,788 teachers. Questionnaires consisting of 32 items were
designed and administered to a sample of 598 respondents (580 teachers and 18
principals). Means scores and standard deviation were used to answer the research
questions, while the z-test statistics was used to test the null hypotheses. The
result showed that information use and dissemination played a critical role in
creating a positive school administration, since lines of communication need to be
clear and open. Kirby and Bogotch learned that information use is significant in
defining roles of teachers and principals and the teachers became more
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collaborative, which resulted in teachers wanting more information. In
collaborative environments, principals will assume the role of information
provider. As an information provider, principals promote staff development, the
researchers also found greater information access enhanced shared decision
working and valuing of decision making by teachers. Findings showed that
schools that had high levels of shared decision-making had high teacher job
satisfaction. This study created a gap from the present study in the sense that the
study seeks to determine the types of information principals and teachers used in
school based management reform sought, utilized, and valued. Both studies are
related because both stressed on teacher-principal communication patterns and
school administration.
Egboka (2007) carried out a research on appraisal of job design and
assignment by secondary school administrators in Anambra State. The main
purpose of the study was to appraise the job design and assignment of secondary
school administrators in Anambra State. Two research questions and two null
hypotheses guided the study. The research design was a survey. Data were
collected from 1,025 teachers from Aguata Education Zone of Anambra State.
Proportionate stratified-random sampling technique was adopted in selecting 410
respondents for the study. A questionnaire was used in the data collection in
analyzing the data, mean and standard deviation scores were used for the research
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questions while t-test was used in testing the null hypotheses. The study revealed
that the administrator (principal) often created job design that makes for school
growth, and ensured effective co-ordination of different job units in the schools,
but rarely did the administrators assign teachers to classes based on competency,
design job assignments in a way that teachers are able to complete them within
stipulated time, assigns job to teachers in a way to avoid role conflict, ensure task
variety in job assignments nor devolve responsibilities and authorities to only
competent teachers. This study created a gap from the present study because the
study investigated job designs and assignment by secondary school administrators
whereas the present study focused on teacher-principal communication pattern
and effective school administration. Both studies are related because both focused
on effective school administration.
In a research carried out by Nwogbo (2007) on the ways to promote quality
administration in secondary schools in Anambra State. The main purpose of the
study was to determine the ways to promote quality administration in secondary
schools in Anambra State. The study had five research questions and one null
hypothesis. Opinion survey was used in the study. 820 respondents comprising
261 principals and 559 teachers were randomly selected from the 201 secondary
schools in Anambra state. Data were collected using the questionnaire of 27 items
having a reliability co-efficient value of 0.74, derived through test retest method
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and pearsons’ product moment correlation co-efficient. Analysis was done using
mean scores for answering the research questions and z -test was used for testing
the null hypothesis. The study revealed that teachers and principals were aware of
the ways to promote quality administration in secondary schools, but they did not
mostly utilize these ways. It was recommended that teachers, principals, parents
and government should all be alive to their responsibilities to schools especially in
the area of finances among others to ensure that quality administration and
education are achieved in the secondary schools. This study created a gap from the
present study in the sense that the study investigated ways to promote quality
administration in secondary schools but the present study will investigate teacher-
principal communication pattern and effective school administration in Onitsha
education zone. However, both studies are related because both stressed on the
issue of administration in secondary schools.
Studies on Communication Patterns and Teachers Professional Performance
Yin Cheong (2006) conducted a study on principal's leadership as a critical
factor for school performance: evidence from multi‐levels of primary schools. The
main purpose of the study was to investigate how principal's leadership is related to
school performance in terms of multi‐level indicators such as school's
organizational characteristics, teachers’ group‐level and individual‐level
performances, and students’ performances. The study was a survey. It was guided
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by four research questions and four hypotheses. A total sample of 282 principals
and 788 teachers were selected from a population of 2,282 principals and 4, 6788
teachers purposive sampling. Questionnaire with a four-point rating scale was the
instrument used to collect data for the study. The data collected were analyzed
using mean, standard deviation and t-test statistics. The study revealed that
principal's leadership is a critical factor for school performance at multi‐levels.
Implications are advanced for further study and development of leadership. In the
study, strong leadership represents that a principal can be supportive and foster
participation for teachers, can develop clear goals and policies and hold people
accountable for results, can be persuasive at building alliances and solving
conflicts, can be inspirational and charismatic, and can encourage professional
development and teaching improvement. The strong leadership is found associated
with high organizational effectiveness, strong organizational culture, positive
principal‐teachers relationship, more participation in decision, high teacher esprit
and professionalism, less teacher disengagement and hindrance, more teacher job
satisfaction and commitment, and more positive student performance particularly
on attitudes to their schools and learning. The study created a gap in the sense that,
it investigated principal's leadership as a critical factor for school performance:
evidence from multi‐levels of primary schools. The present study will try to find
out teacher-principal communication patterns correlates with effective school
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administration. Both studies are related in the sense that both focused on effective
school administration and school performance.
Akam (1995) carried out a research on a survey of staff- personnel services
in secondary schools the case of Aba Education Zone of Abia state. The main
purpose of the study was to investigate staff- personnel services in secondary
schools the case of Aba Education Zone of Abia state. The study was a survey.
Four research questions and two null hypotheses were used. The population of the
study comprised all the 77 principals and 1,788 teachers in Aba Educational Zone
of Abia State. From the study, a representative sample of 300 respondents made up
of all the principals and 260 teachers from 40 secondary and technical schools
were used. The study revealed that staff personnel administration in Post Primary
Schools need some strategies to eliminate problems and promote prospects for
effective teaching which will promote staff personnel services. This study created a
gap from the present study in the sense that it only investigated on the staff
personnel services whereas the current study will investigate teacher-principal
communication pattern and effective school administration in Onitsha education
zone. Both studies are related in the sense that both dwelt on the issue of staff
administration in schools.
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Studies on Communication Patterns and Peaceful Interpersonal Relationship
of Principals and Teachers
Halowah (2005) studied the relationship between effective communication
of high school principals and teachers. The purpose of the study was to find out
the relationship between effective communication of high school principals and
teachers. The study was a survey. It was guided by three research questions and
three hypotheses. A total sample of 555 students and 209 teachers in the Abu
Dhabi District were selected from a population of 22,526 students and 4,837
teachers using purposive sampling. Evaluation centre and principals
communication survey was the instrument used to collect data for the study. The
data collected were analyzed using mean, standard deviation and t-test statistics.
The study revealed that school climate was positively associated with principal’s
communication effectiveness. In addition, significant differences were observed
between males and females. Specifically, the study found out that communication
between principals and teachers in male schools was more effective than in
females. This study created a gap because it studied the relationship between
effective communication of high school principals and teachers. The present study
will investigate teacher-principal communication pattern and effective school
administration in Onitsha education zone. Both studies are related in the sense that
both focused on effective communication of school principals and teachers.
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Studies on Communication Patterns and Secured Learning Environment in
Secondary Schools
Pomroy (2005) conducted a research study on the perception of principal
communication and its impact on their perception of school climate. The purpose
of the study was to find out the perception of principals on communication and
school climate. Two research questions were stated to guide the study. The
researcher interviewed 22 senior students and three principals of secondary
schools, regarding their perception of principal communication and its impact on
their perception of school climate. Data were analyzed to determine congruity
between teachers and their principals and communication behaviors appeared to
link to climate factors. Findings supported the proposition that principals’ patterns
and styles of communication shape teachers’ conception of the professional
climate. In addition, Pomroy indicated that principals and teachers do not always
have the same views of the principals’ communication behaviors or the climate of
school” in order to analyze the relationship between communication style and
student achievement. The study created a gap for the reason that it focused on the
perception of principal communication and its impact on their perception of school
climate. The present study will investigate teacher-principal communication
patterns and secured learning environment in secondary schools. Both studies are
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related in the sense that both focused on effective communication patterns of
principals and teachers.
Rafferty (2003) carried out a research study on the relationship between the
school climate and upward communication patterns. The purpose of the study was
to investigate the relationship between the school climate and upward
communication patterns. Three research questions were stated to guide the study.
The study surveyed 503 teachers, counselors and library media specialists in
thirteen counties in the western portion of Ohio. The researcher used the
Communication Climate Inventory (CCI). Means scores and standard deviation
were used to answer the research questions. The findings showed that school
effectiveness can be improved by increasing up ward communication opportunities
to influence the day to day aspects of school life. The study created a gap because
it focused on the relationship between the school climate and upward
communication patterns. The present study will investigate teacher-principal
communication patterns and secured learning environment in secondary schools.
Both studies are related in the sense that both focused on communication patterns
of principals and teachers and secured learning environment.
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Studies on Communication Patterns and Students Academic Achievement in
Secondary Schools
Mccallister Robert (1998) carried out a study on principal’s communication
style and students’ achievement. The purpose of the study was to find out
principal’s communication style and students’ achievement. The study was a
survey. To achieve the purpose, four research questions were stated and three
hypotheses were formulated to guide the study. Questionnaires consisting of 24
items were designed and administered to a sampled of 350 teachers in West
Virginia was used from a population of (3,500 teachers) using simple random
sampling. Means scores and standard deviation were used to answer the research
questions, while the z-test statistics was used to test the null hypotheses. The
findings indicated a link between principal’s communication style and students’
achievement specifically. The relationship between passive communication and
school administration showed that, where principals exhibit communication that is
friendly, attentive and relaxed, teachers perceived their schools as being positive.
In addition, the principal’s communication style positively correlated with
effective administration indicating the importance of principal teacher’s
communication on effective school administration. The study created a gap as it
focused on principal’s communication style and students’ achievement. The
present study will investigate the relationship between multichannel
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communication pattern and students academic achievement in secondary schools.
Both studies are related in the sense that both focused on communication patterns
of principals and teachers and students academic achievement.
Summary of Literature Review
The study focused on teacher-principal communication pattern and effective
school administration in Onitsha education zone. This chapter reviewed the
following headings: Conceptual framework on; concept of communication,
Concept of Communication Patterns, communication and effective
communication, administration and effective administration and communication
pattern and effective school administration. The theoretical framework dealt on
Human relation theory, Systems theory and Interaction mechanisms theory. Also, it
reviewed the following nine studies such as; ways to promote quality
administration in secondary, staff- personnel services in secondary schools,
appraisal of job design and assignment by secondary school administrators, the
relationship between effective communication of high school principals and
teachers, relationship between the school climate and upward communication
patterns, the perception of principal communication and its impact on their
perception of school climate, principal’s communication style and students’
achievement and types of information principals and teachers used in school based
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management reform sought, utilized, and valued that are related to the problems
under study.
The review has shown that communication is vital for the exchange of
information between people. It reviewed communication as the exchange of
information between people by means of speaking, writing, or using a common
system of signs or behavior.
Also, it reviewed effective communication as the sharing of meaning and
understanding between the person sending the message and the person receiving
the message. The literature reviewed that communication is said to be effective
when the information is correctly and completely transferred between the sender
and the receiver with releasing of right responses.
Equally, the review has shown that the type of communication pattern used
in our secondary school system will go a long way to determine the effectiveness
of the information or massages pass on between the teacher and principal for
effective school administration. Also, it reviewed effective school administration
as an indication of the extent to which school principals, teachers, parents and
students can all achieve school goals.
The review also shown that the relationship between communication pattern
and effective school administration indicate that communication plays a significant
role in leadership process through goal-setting, implementation, evaluation and
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feedback. Also, it reviewed that for effective school administration to be possible
there must be effective patterns of communication between the teachers and
principal who are the key actors in school system. As such, principals who
communicate effectively are always associated with effective school
administration.
However, none of the work reviewed, relates directly to the issues being
addressed by the present study. Meaning, no known work seemed to be carried out
on teacher-principal communication pattern and effective school administration in
Onitsha education zone or reviewed communication, effective communication,
administration, effective administration, communication pattern and effective
school administration. This empirical evidence therefore is the gap that informs the
researcher’s interest to consider carrying out studies on the identified topic.
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CHAPTER THREE
RESEARCH METHOD
This chapter specifically describes the method of this work under the
following sub headings: design of the study, area of study, sample and sampling
techniques, instrument for data collection, validation of the instruments, reliability
of the study, method of data collection and method of data analysis.
Design of the Study
The design of this study is correlational. This design was adopted to source
information on the teacher-principal communication patterns as correlates for
effective school administration in secondary schools in Onitsha education zone of
Anambra state. As a correlational design, it seeks to compare the opinions that are
held of principals and teachers based on teacher-principal communication patterns
for effective school administration in public secondary schools. Correlational
design according to Nworgu (2005) is one that seeks to establish the relationship
that exists between two or more variables. This design is useful for studying the
direction and magnitude of the relationship that exists between two or more
variables. Correlational design is appropriate because the present study seeks to
describe and interpret the opinions that are held of principals and teachers on the
teacher-principal communication patterns as correlates for effective school
administration in secondary schools in Onitsha education zone of Anambra state.
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Area of the Study
This study was carried out in Onitsha Education zone. It is one of the
Education zones in Anambra State. Onitsha Education zone is made up of three
local government areas namely Onitsha North with fifteen public secondary
schools; Onitsha South with five public secondary schools and Ogbaru with nine
public secondary schools. The people in Onitsha Education zone are predominantly
traders and civil servants. In Onitsha urban, there are commercial activities solely
owned by non-indigenes of the State. This creates an avenue for various
communication patterns to exist in the zone. The choice of this area was made due
to the fact that Onitsha Education zone is a metropolitan community and there are
many secondary schools characterized by unsecured learning environment and
students’ poor academic achievement as a result of ineffective school
administration.
Population of the Study
The population of the study consists of 1,304 subjects. This involves 31
principals and 1,273 teachers comprising of 33 males’ and 1271 females in the 31
secondary schools in Onitsha Education zone. (Source: Statistics Unit, Post
Primary School Commission P.P.S.C Anambra State, January 2013).
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Sample and Sampling Technique
The entire population of 1302 (29 principals and 1,273 teachers) in the 31
secondary schools in Onitsha Education zone of Anambra State were used for this
study. This implies that there was be no sampling. This is because; the entire
population is small and accessible.
Instrument for Data Collection
The instrument for data collection is a fifty items researcher developed
questionnaire titled “Teacher-Principal Communication Pattern and Effective
School Administration Questionnaire” (TPCPESAQ). The questionnaire was a
rating scale. It was divided into two parts. Part I consist of the introductory section
and the background information of the respondents. Part II consists of 50 items
built on five clusters. Cluster A treats the extent to which open communication
pattern influences discipline in secondary school; Cluster B treats the extent to
which inclusive communication pattern influences teachers professional
performance; Cluster C treats the extent to which two way communication pattern
influences the peaceful interpersonal relationship of principal and teacher; Cluster
D treats the extent to which result driven communication pattern influences the
secured learning environment in secondary school and Cluster E treats the extent to
which multichannel communication pattern influences the students academic
achievement in secondary schools. Response option and weights for the clusters
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will be as follows: Very Large Extent (VLE) 4 Points, Large Extent (GE) 3 points,
Little Extent (SE) 2 points and Very Little Extent (VSE) 1 point.
Validation of the Instrument
The instrument was subjected to face validation by three experts. Two of the
validates were from Educational Administration and Planning unit and one from
Measurement and Evaluation unit all from faculty of Education, University of
Nigeria, Nsukka. The validators were presented with the topic of the study,
specific purposes, research questions, hypotheses and instrument for data
collection. They were required to scrutinize the items of the instrument in terms of
relevance to the study, the adequacy of the items in collecting data to address the
purpose of the study. Validates also examined the level and appropriateness of
language of the items of the instrument. The comments and suggestions of
validates were used in refining the instrument.
Reliability of the Instrument
To ascertain the reliability of the instrument, the researcher conducted a trial
testing using four principals and 16 teachers in Nnewi Education zone of Anambra
state outside the area of study. The responses from the four principals and 16
teachers were analyzed using Cronbach Alpha. The Reliability co-efficient for the
clusters of the instrument were as follows; Cluster A: 0.86; Cluster B: 0.96;
Cluster C: 0.88; Cluster D: 0.96 and Cluster E: 0.87. The overall reliability score
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of 0.90 was also recorded which was considered reliable enough for the study.
(See Appendix II page (69) for the reliability co-efficient).
Method of Data Collection
The direct delivery and retrieval method was used to administer and collect
data. The researcher employed the services of two trained research assistants. They
were instructed on how to administer and retrieve the questionnaire from the
respondents so as to minimize loss of questionnaire and ensure safe handling and
return of the instrument. This exercise covered the period of two weeks.
Method of Data Analysis
For the data analysis, Pearson Moment Correlation Coefficient was used to
analyze the five research questions. While real limits of numbers was used to
arrive at the decision level as follows:
Real Limits of Numbers Decision Level
3.50 & above Very Great Extent (VGE)
2.50 – 3.49 Great Extent (GE)
1.50 – 2.49 Little Extent (LE)
0.00 – 1.49 Very Little Extent (VLE)
The null hypotheses was tested using z- test statistics at 0.05 level of
significance.
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CHAPTER FOUR
This chapter presents the analysis of data collected. The results are presented
in line with the research questions and the hypotheses that guided the study as
shown in tables 1 to 10 below:
Research Question 1: To what extent does open communication pattern
correlates with discipline in secondary school?
Table 1:
Mean scores of principals and teachers on the extent open communication
pattern correlates with discipline in secondary school S/N ITEMS PRINCIPALS TEACHERS OVERALL