DEPARTMENT OF EDUCATIONAL FOUNDATIONS · Educational Foundations with Registration Number...
Transcript of DEPARTMENT OF EDUCATIONAL FOUNDATIONS · Educational Foundations with Registration Number...
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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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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
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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
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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
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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
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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
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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
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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
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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
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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.
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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
59
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
61
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
64
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
65
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
66
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
67
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.
68
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.
69
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
70
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
73
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
74
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).
77
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
MEAN SD DL MEAN SD DL MEAN DL
1. helps the principal to be
careful and committed to
duty
3.32 0.47 GE 3.35 0.48 GE 3.34 GE
2. makes the teacher feel
belonged and dedicated 3.67 0.47 VGE 3.64 0.46 VGE 3.65 VGE
3. Enables the teacher
adhere to the rules and
regulations
3.67 0.47 VGE 3.64 0.46 VGE 3.65 VGE
4. teacher and principal
will remain checked 3.01 0.50 GE 3.01 0.50 GE 3.01 GE
5. makes the teachers
attend to their lesson
regularly
3.16 0.82 GE 3.24 0.76 GE 3.24 GE
6. makes the teacher to be
punctual to duties 3.74 0.44 VGE 3.75 0.43 VGE 3.75 VGE
7. Help the principal to
behave as a role model 3.32 0.47 GE 3.35 0.46 GE 3.34 GE
8. Help the teacher and
principal to avoid
negative reactions
3.67 0.47 VGE 3.64 0.46 VGE 3.65 VGE
9. reduces quarrels between
the teacher and principal 3.74 0.44 VGE 3.75 0.43 VGE 3.75 VGE
10. reduces the rate of
truancy on the teacher,
principal and students
3.58 0.50 VGE 3.60 0.49 VGE 3.59 VGE
11. Refines the character of
the principal and
teachers
3.32 0.59 GE 3.29 0.55 GE 3.29 GE
Cluster Mean 3.47 0.51 GE 3.48 0.49 3.48 GE Key: SD= Standard Deviation, DL= Decision Level, GE= Great Extent, VGE= Very Great Extent
67
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Table 1 shows the opinions of principals and teachers on the extent open
communication pattern correlates with discipline in secondary school. Item 1 and
4, the extent open communication pattern helps the principal to be careful and
committed to duty and helps teacher and principal to remain checked were rated
great extent in the opinion of both respondents with the mean of 3.32, 3.01; 3.35,
3.01 and standard deviation 0.47, 0.48; 0.50 and 0.51 respectively. Equally, item 5,
7 and 11, the extent open communication pattern makes the teachers attend to their
lesson regularly, help the principal to behave as a role model and refines the
character of the principal and teachers were ranked great extent in the opinion of
both respondents with the mean of 3.16, 3.32, 3.32; 3.24, 3.35, 3.33; and standard
deviation 0.82, 0.47, 0.59; 0.76, 0.47 and 0.55 correspondingly. On the other hand,
item 2, 3 and 6, the extent open communication pattern makes the teacher feel
belonged and dedicated, enables the teacher adhere to the rules and regulations and
makes the teacher to be punctual to duties were rated very great extent in the view
of both respondents with the mean of 3.67, 3.68, 3.74; 3.64, 3.65, 3.75 and
standard deviation 0.47, 0.48, 0.44; 0.48, 0.47 and 0.43 correspondingly. Likewise,
item 8, 9 and 10, the extent open communication pattern help the teacher and
principal to avoid negative reactions, reduces quarrels between the teacher and
principal and reduces the rate of truancy on the teacher, principal and students
were ranked very great extent in the assessment of both respondents with the mean
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of 3.67, 3.74, 3.58; 3.64, 3.75, 3.60 and standard deviation 0.47, 0.44, 0.50; 0.48,
0.43 and 0.49 respectively. The overall mean score for both respondents show a
cluster mean of 3.48. This indicates a decision level of great extent. Therefore, the
table confirms that open communication pattern in great extent correlates with
discipline in secondary school.
Research Question 2: To what extent does inclusive communication pattern
correlates with teachers’ professional performance?
Table 2:
Mean scores of principals and teachers on the extent inclusive communication
pattern correlates with teachers’ professional performance S/N ITEMS PRINCIPALS TEACHERS OVERALL
MEAN SD DL MEAN SD DL MEAN DL
12. make the teachers have
confidence on themselves 3.36 0.48 GE 3.35 0.47 GE 3.35 GE
13. help the teacher improve
in areas of weakness 3.22 0.42 GE 3.19 0.39 GE 3.20 GE
14. help the teacher to work
hard 3.48 0.51 GE 3.50 0.50 VGE 3.50 VGE
15. helps the teacher work
with conscience towards
perfection
3.48 0.50 GE 3.44 0.49 GE 3.45 GE
16. help teachers to carry out
adequate continuous
assessment of their
students
3.83 0.37 VGE 3.85 0.35 VGE 3.85 VGE
17. makes the teacher to
search for more
knowledge
3.46 0.50 GE 3.45 0.49 GE 3.45 GE
18. gives the teacher a sense
of job satisfaction 3.58 0.50 VGE 3.54 0.49 VGE 3.55 VGE
19. create urge for teachers to
go for in-service-training,
workshop and seminars
3.65 0.48 VGE 3.59 0.49 VGE 3.60 VGE
20. makes the teacher to be
focus on improvement of
instruction strategies
3.61 0.49 VGE 3.64 0.47 VGE 3.64 VGE
21. makes the teacher to
adopt the best method of
teaching and learning
3.35 0.48 GE 3.34 0.47 GE 3.34 GE
Cluster Mean 3.48 0.47 GE 3.49 0.46 3.49 GE Key: SD= Standard Deviation, DL= Decision Level, GE= Great Extent, VGE= Very Great Extent
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Table 2 displays the views of principals and teachers on the extent inclusive
communication pattern correlates with teachers’ professional performance. Item
12, 13 and 15, the extent inclusive communication pattern make the teachers have
confidence on themselves, help the teacher improve in areas of weakness and help
the teacher work with conscience towards perfection were rated great extent in the
opinion of both respondents with the mean of 3.35, 3.22, 3.48; 3.35, 3.19, 3.44 and
standard deviation 0.48, 0.42, 0.49; 0.47, 0.39 and 0.49 compatibly. Likewise, item
17 and 21, the extent inclusive communication pattern makes the teacher to search
for more knowledge and makes the teacher to adopt the best method of teaching
and learning were graded great extent in the judgment of both respondents with the
mean of 3.46, 3.35; 3.45, 3.34 and standard deviation 0.50, 0.48; 0.49 and 0.47
correspondingly. On the other hand, item 14, 16 and 18, the extent inclusive
communication pattern help the teacher to work hard, help teachers to carry out
adequate continuous assessment of their students and gives the teacher a sense of
job satisfaction were rated very great extent in the assessment of both respondents
with the mean of 3.48, 3.83, 3.54; 3.50, 3.85, 3.54 and standard deviation 0.51,
0.37, 0.50; 0.50, 0.35 and 0.49 harmoniously. Equally, item 19 and 20, the extent
inclusive communication pattern create urge for teachers to go for in-service-
training, workshop and seminars and makes the teacher to be focus on
improvement of instruction strategies were ranked very great extent in the
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assessment of both respondents with the mean of 3.64, 3.61; 3.59, 3.64, and
standard deviation 0.48, 0.49; 0.50 and 0.47 respectively. The overall mean score
for both respondents show a cluster mean of 3.49. This shows a decision level of
great extent. Therefore, the table indicates that inclusive communication pattern
correlates with teachers’ professional performance in great extent.
Research Question 3: To what extent does two ways communication pattern
correlates with peaceful interpersonal relationship of principals and teachers?
Table 3:
Mean scores of principals and teachers on the extent two ways communication
pattern correlates with peaceful interpersonal relationship of principals and
teachers S/N ITEMS PRINCIPALS TEACHERS OVERALL
MEAN SD DL MEAN SD DL MEAN DL
22. reduces tension between the
teacher and principal 2.96 0.75 GE 3.00 0.70 GE 2.99 GE
23. foster smooth relationship
between the teacher and the
principal
3.03 0.17 GE 3.05 0.21 GE 3.04 GE
24. bridges the communication
gap between the principal
and teacher
3.29 0.46 GE 3.30 0.45 GE 3.29 GE
25. makes teacher ad principal
see themselves as colleagues 3.12 0.34 GE 3.15 0.35 GE 3.14 GE
26. removes master servant
relationship between the
principal and teacher
3.38 0.91 GE 3.45 0.86 GE 3.44 GE
27. gives room for amicable
settlement of matters
between the principal and
teacher
2.83 0.63 GE 2.85 0.65 GE 2.84 GE
28. enhances flow of
information between the
teacher and principal
3.87 0.34 VGE 3.85 0.35 VGE 3.85 VGE
29. generate love between the
teacher and the principal 3.64 0.48 VGE 3.65 0.47 VGE 3.64 VGE
30. helps the principal to
discover peculiarities of
teachers
3.29 0.46 GE 3.30 0.45 GE 3.29 GE
31. helps the principal to
understand the teachers
problems.
3.12 0.34 GE 3.15 0.35 GE 3.14 GE
Cluster Mean 3.25 0.49 GE 3.26 0.48 3.26 GE Key: SD= Standard Deviation, DL= Decision Level, GE= Great Extent, VGE= Very Great Extent
85
Table 3 presents the assessments of principals and teachers on the extent two
ways communication pattern correlates with peaceful interpersonal relationship of
principals and teachers. All the items with the exemption of item 28 and 29, the
extent two ways communication pattern enhances flow of information between the
teacher and principal and generate love between the teacher and the principal were
rated very great extent in the opinion of both respondents with the mean of 3.87,
3.65; 3.85; 3.64 and standard deviation 0.34, 0.48; 0.35 and 0.47 respectively. On
the other hand, item 22, 23, 24 and 25, the extent two ways communication pattern
reduces tension between the teacher and principal, foster smooth relationship
between the teacher and the principal, bridges the communication gap between the
principal and teacher and makes teacher ad principal see themselves as colleagues
were ranked great extent in the valuation of both respondents with the mean of
2.96, 3.03, 3.29, 3.12; 3.00, 3.05, 3.30, 3.15 and standard deviation 0.75, 0.17,
0.46, 0.34; 0.70, 0.21, 0.46 and 0.35 correspondingly. Likewise, item 26, 27, 30
and 31, the extent two ways communication pattern removes master servant
relationship between the principal and teacher, gives room for amicable settlement
of matters between the principal and teacher, helps the principal to discover
peculiarities of teachers and helps the principal to understand the teachers’
problems were rated great extent in the valuation of both respondents with the
mean of 3.38, 2.83, 3.29, 3.12; 3. 45, 2.85, 3. 30, 3.15 and standard deviation 0.91,
86
0.63, 0.46, 0.34; 0.86, 0.65, 0.45 and 0.35 separately. The overall mean score for
both respondents show a cluster mean of 3.26. This indicates a decision level of
great extent. Therefore, the table confirms that two ways communication pattern in
great extent correlates with peaceful interpersonal relationship of principals and
teachers.
Research Question 4: To what extent does result driven communication
pattern correlates with secured learning environment in secondary schools?
87
Table 4:
Mean scores of principals and teachers on the extent result driven
communication pattern correlates with secured learning environment in
secondary schools
S/N ITEMS PRINCIPALS TEACHERS OVERALL
MEAN SD DL MEAN SD DL MEAN DL
32. Help the principal and
teachers work
harmoniously
3.80 0.41 VGE 3.79 0.40 VGE 3.79 VGE
33. Help the teacher and
the principal adopt
good security measures
2.80 0.41 GE 2.79 0.40 GE 2.79 GE
34. help the teacher,
students and principal
adopt good security
measures
3.22 0.42 GE 3.25 0.43 GE 3.25 GE
35. generates concentration
on the principal,
teachers and distraction
is avoided
3.03 0.17 GE 3.05 0.21 GE 3.04 GE
36. help the students to
reject any
environmental
distraction
2.77 0.99 GE 2.79 0.98 GE 2.79 GE
37. makes the students t o
concentrate and be part
of creating conducive
atmosphere
2.64 0.48 GE 2.65 0.47 GE 2.65 GE
38. Makes the principal to
co-ordinate the security
issues properly
3.54 0.50 VGE 3.55 0.49 VGE 3.54 VGE
39. is a weapon for creating
and maintaining
secured learning
environment
3.35 0.48 GE 3.34 0.47 GE 3.34 GE
40. directs principal
interest towards
working on the school
environment to be a
noiseless place
3.38 0.49 GE 3.40 0.48 GE 3.40 GE
41. makes the teachers and
principal to always seek
for environmental
security
3.03 0.17 GE 3.05 0.21 GE 3.04 GE
Cluster Mean 3.15 0.45 GE 3.16 0.46 3.16 GE Key: SD= Standard Deviation, DL= Decision Level, GE= Great Extent, VGE= Very Great Extent
88
Table 4 displays the valuations of principals and teachers on the extent result
driven communication pattern correlates with secured learning environment. All
the items excluding item 32 and 38, the extent result driven communication pattern
help the principal and teachers work harmoniously and makes the principal to co-
ordinate the security issues properly were ranked very great extent in the opinion
of both respondents with the mean of 3.80, 3.79; 3.54; 3.64 and standard deviation
0.41, 0.40; 0.50 and 0.49 respectively. On the other hand, item 33, 34, 35 and 36,
the extent result driven communication pattern help the teacher and the principal
adopt good security measures, help the teacher, students and principal adopt good
security measures, generates concentration on the principal, teachers and
distraction is avoided and help the students to reject any environmental distraction
were ranked great extent in the judgment of both respondents with the mean of
2.80, 3.22, 3.03, 2.77; 2.79 3.25, 3.05, 2.79 and standard deviation 0.75, 0.17,
0.46, 0.34; 0.70, 0.21, 0.46 and 0.35 respectively. Equally, item 37, 39, 40 and 41,
the extent result driven communication pattern makes the students to concentrate
and be part of creating conducive atmosphere, is a weapon for creating and
maintaining secured learning environment, directs principal interest towards
working on the school environment to be a noiseless place and makes the teachers
and principal to always seek for environmental security were rated great extent in
the opinions of both respondents with the mean of 2.64, 3.35, 3.38, 3.03; 3. 65,
89
3.34, 3. 40, 3.05 and standard deviation 0.48, 0.48, 0.49, 0.17; 0.48, 0.48, 0.49 and
0.21 respectively. The overall mean score for both respondents show a cluster
mean of 3.16. This shows a decision level of great extent. Therefore, the table
indicates that result driven communication pattern correlates with secured learning
environment in secondary schools in great extent.
Research Question 5: To what extent does multichannel communication
pattern correlates with students’ academic achievement in secondary schools?
Table 5:
Mean scores of principals and teachers on the extent multichannel
communication pattern correlates with students academic achievement in
secondary schools S/N ITEMS PRINCIPALS TEACHERS OVERALL
MEAN SD DL MEAN SD DL MEAN DL
42. Create a better alternative for
information to yield results 2.96 0.17 GE 2.94 0.21 GE 2.95 GE
43. Help the teachers and
students to achieve much
academically
3.06 0.62 GE 2.99 0.63 GE 3.00 GE
44. helps the teacher to explore
on different information on
instructional strategies
3.12 0.34 GE 3.15 0.35 GE 3.14 GE
45. Create opportunity for
positive academic
achievement
3.52 0.80 VGE 3.54 0.74 VGE 3.53 VGE
46. Help the teacher and the
principal to expose the
students on best strategies on
reading and learning
2.77 0.71 GE 2.80 0.74 GE 2.80 GE
47. makes the teacher to be
current on information on
teaching and learning
3.51 0.76 VGE 3.39 0.80 GE 2.40 GE
48. helps to update the teachers,
the principal and students 3.61 0.49 GE 3.59 0.49 VGE 3.59 VGE
49. makes the teacher to improve
on student continuous
assessment
3.38 0.49 GE 3.39 0.49 GE 3.39 GE
50. help the teacher and
principal to be dynamic and
move with trends and
innovations
3.29 0.46 GE 3.35 0.47 GE 3.34 GE
Cluster Mean 3.24 0.53 GE 3.23 0.54 3.14 GE Key: SD= Standard Deviation, DL= Decision Level, GE= Great Extent, VGE= Very Great Extent
90
Table 5 presents the assessments of principals and teachers on the extent
multichannel communication pattern correlates with students’ academic
achievement in secondary schools. All the items with the exception of item 45 and
48, the extent multichannel communication pattern create opportunity for positive
academic achievement and makes the teacher to be current on information on
teaching and learning were ranked very great extent in the opinion of both
respondents with the mean of 3.52, 3.61; 3.54, 3.59 and standard deviation 0.41,
0.40; 0.50 and 0.49 correspondingly. On the other hand, item 42, 43, 44 and 46, the
extent multichannel communication pattern create a better alternative for
information to yield results, help the teachers and students to achieve much
academically, helps the teacher to explore on different information on instructional
strategies and help the teacher and the principal to expose the students on best
strategies on reading and learning were rated great extent in the result of both
respondents with the mean of 2.80, 3.22, 3.03, 2.77; 2.79 3.25, 3.05, 2.79 and
standard deviation 0.75, 0.17, 0.46, 0.34; 0.70, 0.21, 0.46 and 0.35 respectively.
Likewise, item 47, 49 and 50, the extent multichannel communication pattern helps
to update the teachers, the principal and students, makes the teacher to improve on
student continuous assessment and help the teacher and principal to be dynamic
and move with trends and innovations were rated great extent in the opinions of
both respondents with the mean of 3.39, 3.38, 3.29; 3.38, 3.39, 3.35and standard
91
deviation 0.76, 0.49, 0.46; 0.80, 0.49 and 0.47 correspondingly. The overall mean
score for both respondents show a cluster mean of 3.12. This indicates a decision
level of great extent. Therefore, the table shows that multichannel communication
pattern in great extent correlates with students’ academic achievement in
secondary schools.
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.
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.
GROUP N Mean SD z-cal Df z-crit Decision Principals 31 3.47 0.51 3.20 1302 7.49 NS
Teachers 1273 3.48 0.49
Table 6 presents the summary of the z-score analysis on the difference
between principals and teachers with regards to the extent open communication
pattern correlates to discipline in secondary schools. The z-score analysis shows
that the calculated z-value 3.20 is less than the z-critical value of 7.49 at 1302
degree of freedom and at 0.5 level of significant. Since the calculated z-value is
less than the z-critical value, the null hypothesis stands accepted. Therefore, there
Key: N = Number of Respondents; SD = Standard Deviation; df = Degree of Freedom; NS=Not significant at
0.05 probability level.
92
is no significant difference in the responses of principals and teachers on the extent
open communication pattern correlates to discipline in secondary schools with the
mean of principals (3.47) respondents being almost equal to that of the teachers
(3.48) respondents.
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.
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
GROUP N Mean SD z-cal Df z-crit Decision Principals 31 3.48 0.47 2.52 1302 9.59 NS
Teachers 1273 3.49 0.46
Table 7 shows the summary of the z-score analysis on the difference
between principals and teachers with regards to the extent inclusive
communication pattern correlate to teachers professional performance. The z-score
analysis indicates that the calculated z-value 2.52 is lesser than the z-critical value
of 9.59 at 1302 degree of freedom and at 0.5 level of significant. Since the
calculated z-value is less than the z-critical value, the null hypothesis stands
accepted. Therefore, there is no significant difference in the responses of principals
Key: N = Number of Respondents; SD = Standard Deviation; df = Degree of Freedom; NS=Not significant at
0.05 probability level.
93
and teachers on the extent inclusive communication pattern correlates to
teachers professional performance with the mean of principals (3.48) respondents
being virtually equivalent to that of the teachers (3.49) respondents.
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.
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
GROUP N Mean SD z-cal Df z-crit Decision Principals 31 3.48 0.47 2.52 1302 9.59 NS
Teachers 1273 3.49 0.46
Table 8 presents the summary of the z-score analysis on the difference
between principals and teachers with regards to the extent two ways
communication pattern correlate to peaceful interpersonal relationship of
principals and teachers. The z-score analysis shows that the calculated z-value
2.51 is less significant than the z-critical value of 8.02 at 1302 degree of freedom
and at 0.5 level of significant. Since the calculated z-value is less than the z-
critical value, the null hypothesis stands accepted. Therefore, there is no
significant difference in the responses of principals and teachers on the extent
Key: N = Number of Respondents; SD = Standard Deviation; df = Degree of Freedom; NS=Not significant at
0.05 probability level.
94
two ways communication pattern correlates to peaceful interpersonal relationship
of principals and teachers with the mean of principals (3.25) respondents being
almost equal to that of the teachers (3.26) respondents.
Hypothesis 4
There is no significant difference between the mean ratings of principals and
teachers with regards to result driven communication pattern correlate to secured
learning environment in secondary schools
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
GROUP N Mean SD z-cal Df z-crit Decision Principals 31 3.15 0.45 3.53 1302 9.26 NS
Teachers 1273 3.16 0.46
Table 9 shows the summary of the z-score analysis on the difference
between principals and teachers with regards to the extent result driven
communication pattern correlate to secured learning environment in secondary
schools. The z-score analysis shows that the calculated z-value 3.53 is less than
the z-critical value of 9.26 at 1302 degree of freedom and at 0.5 level of
significant. Since the calculated z-value is lesser than the z-critical value, the null
hypothesis stands accepted. Therefore, there is no significant difference in the
responses of principals and teachers on the extent result driven communication
Key: N = Number of Respondents; SD = Standard Deviation; df = Degree of Freedom; NS=Not significant at
0.05 probability level.
95
pattern correlates to secured learning environment in secondary schools with the
mean of principals (3.15) respondents being almost equal to that of the teachers
(3.16) respondents.
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.
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
GROUP N Mean SD z-cal Df z-crit Decision Principals 31 3.24 0.53 4.55 1302 6.49 NS
Teachers 1273 3.23 0.54
Table 10 displays the summary of the z-score analysis on the difference
between principals and teachers with regards to multichannel communication
pattern as a correlate to student’s academic achievement in secondary schools.
The z-score analysis shows that the calculated z-value 4.55 is lesser than the z-
critical value of 6.49 at 1302 degree of freedom and at 0.5 level of significant.
Since the calculated z-value is less significant than the z-critical value, the null
hypothesis stands accepted. Therefore, there is no significant difference in the
responses of principals and teachers on the extent multichannel communication
Key: N = Number of Respondents; SD = Standard Deviation; df = Degree of Freedom; NS=Not significant at
0.05 probability level.
96
pattern correlates to students academic achievement in secondary schools with the
mean of principals (3.24) respondents being almost equal to that of the teachers
(3.23) respondents.
Summary of the findings
Based on the research questions and the null hypotheses which guided the
study, a number of findings were made. The result revealed that:
1. Open communication pattern correlates with discipline in secondary school
to a great extent
2. Inclusive communication pattern to a great extent correlates with teachers’
professional performance.
3. Two ways communication pattern to a great extent correlates with peaceful
interpersonal relationship of principals and teachers.
4. Result driven communication pattern correlates with secured learning
environment in secondary schools to a great extent.
5. Multichannel communication pattern correlates with students’ academic
achievement in secondary schools to a great extent.
6. There is no significant difference between the mean ratings of teachers and
principals with regards to the extent open communication pattern correlates
to discipline in secondary schools.
97
7. 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.
8. 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.
9. There is no significant difference between the mean ratings of principals and
teachers with regards to the extent result driven communication pattern
correlates to secured learning environment in secondary schools
10. There is no significant difference between the mean ratings of principals
and teachers with regards to the extent multichannel communication pattern
correlates to student’s academic achievement in secondary schools.
98
CHAPTER FIVE
DISCUSSIONS, IMPLICATIONS, RECOMMENDATIONS,
LIMITATIONS, SUGGESTIONS, CONCLUSION AND
SUMMARY
This chapter presents the findings of the study based on the research
questions and null hypotheses that guided the study. Also contained in the paper
are the implications of the research findings, recommendations, limitations,
suggestions for further research, summary and conclusion.
Discussion of Results
The Relationship between Open Communication Pattern and Discipline in
Secondary School
The results of research question one (table 1) shows the opinions of
principals, teachers and students on the extent shows the opinions of principals and
teachers on the extent open communication pattern correlates with discipline in
secondary school. It was discovered that open communication pattern to a great
extent correlates with discipline in secondary schools. By this result, it implies that
in open communication pattern, the principal allows the teachers to share feedback
and criticisms. The principal uses participatory decision making method or
leadership skills and is open even to criticisms. This influences discipline in
secondary schools and makes the teachers feel belonged as part of the school
85
99
administration. This makes the teachers and students adhere to instructions. This is
in line with Ligh (2010) that 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 line with Ligh’s opinion, it was discovered in item 1 and 2 that open
communication pattern helps the principal to be careful and committed to duty,
makes the teacher feel belonged and dedicated. Equally, it was discovered in item
3, 4 and 5 that open communication pattern enables the teacher adhere to the rules
and regulations, makes the teacher and principal will remain checked and makes
the teachers attend to their lesson regularly. Also, it was discovered in item 6, 7, 8
and 9 that open communication pattern makes the teacher to be punctual to duties,
help the principal to behave as a role model, help the teacher and principal to avoid
negative reactions and reduces quarrels between the teacher and principal.
Likewise, it was discovered in item ten and eleven that open communication
pattern reduces the rate of truancy on the teacher, principal and students and as
well, refines the character of the principal and teachers. Generally, it was
discovered that open communication pattern to a great extent correlates with
discipline in secondary schools.
100
The Relationship between Inclusive Communication Pattern and Teachers
Professional Performance
The results of research question two (table 2) showed that inclusive
communication pattern correlates with teachers’ professional performance to a
great extent. This entails that organizations with inclusive communication pattern
is open to people and allows contribution from within and outside the organization.
This is the reason why Barnlund (2008) that in inclusive communication, explicit
steps are taken to ensure that all employers feel that they are involved in the
decisions that affect their day to day activities.
Comparing the findings with Barnlund’s view, it was discovered in item
twelve that inclusive communication makes the teachers have confidence on
themselves. Equally, it was discovered in item thirteen that inclusive
communication pattern help the teacher improve in areas of weakness and as well,
help the teacher to work hard (item fourteen). Likewise, it was discovered in item
fifteen that inclusive communication pattern helps the teacher work with
conscience towards perfection. Also, it was discovered in item sixteen that
inclusive communication pattern help teachers to carry out adequate continuous
assessment of their students and as well, makes the teacher to search for more
knowledge (item seventeen). In the same vein, it was revealed in item eighteen that
inclusive communication pattern gives the teacher a sense of job satisfaction and
also, create urge for teachers to go for in-service-training, workshop and seminars
101
(item nineteen). Likewise, in item twenty, it was discovered that inclusive
communication pattern makes the teacher to be focus on improvement of
instruction strategies (item twenty). Equally, it was discovered that inclusive
communication pattern makes the teacher to adopt the best method of teaching and
learning (item twenty one). In general, the findings of the study revealed the
opinions of principals, teachers and students that inclusive communication pattern
correlates with teachers’ professional performance to a great extent.
The Relationship between Two Way Communication Pattern and Peaceful
Interpersonal Relationship of Principals and Teachers
The results of research question three (table 3) also indicated 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. This is in concord with Barnlund (2008) that two ways
communication pattern is used to bridge every communication gap between the
principals and the teachers.
Comparing the findings with Barnlund’s opinion, it was discovered in item
twenty two that two ways communication pattern reduces tension between the
teacher and principal. Equally, the result indicates in item twenty three that two
ways communication pattern foster smooth relationship between the teacher and
102
the principal and bridges the communication gap between the principal and teacher
(item twenty four). In the same vein, the findings discovered in item twenty five
that two ways communication pattern makes teacher ad principal see themselves as
colleagues and as well, remove master servant relationship between the principal
and teacher (item twenty six). Likewise, the findings discovered in item twenty
seven that two ways communication pattern gives room for amicable settlement of
matters between the principal and teacher and enhances flow of information
between the teacher and principal (item twenty eight). Equally, the findings
discovered in item twenty nine that two ways communication pattern generate love
between the teacher and the principal and as well, helps the principal to discover
peculiarities of teachers (item thirty). Also, the results discovered in item thirty one
that two ways communication pattern helps the principals to understand the
teachers’ problems. Generally, the findings of this study revealed the opinions
principals and teachers that that two ways communication pattern to a great extent
correlates with peaceful interpersonal relationship of principals and teachers.
The Relationship between Result Driven Communication Pattern and Secured
Learning Environment in Secondary Schools
The result of research question four (table 4) showed that result driven
communication pattern correlates with secured learning environment in secondary
schools to a great extent. This directs that Nigerian secondary schools, principal
and teachers ought to employ this pattern to strategically plan for achievement,
103
such as a secured learning environment for the achievement of their targeted goals.
This informed why Ligh (2010) stated that result driven is focused on achieving
measurable result Teachers and principal through result driven communication
pattern will harmoniously work together to achieve their aims and objectives.
In line with Ligh’s opinion, it was discovered in item thirty two that result
driven communication pattern help the principal and teachers work harmoniously
and as well, help the teacher and the principal adopt good security measures (item
thirty three). Equally, the results discovered in item thirty four that result driven
communication pattern help the teacher, students and principal adopt good security
measures. In the same vein generates concentration on the principal, teachers and
distraction is avoided (item thirty five). Likewise, the results discovered in item
thirty six that result driven communication pattern help the students to reject any
environmental distraction and as well, makes the students t o concentrate and be
part of creating conducive atmosphere (item thirty seven). In the same way, the
results revealed in item thirty eight that result driven communication pattern makes
the principal to co-ordinate the security issues properly and is a weapon for
creating and maintaining secured learning environment (item thirty nine). Also, the
results discovered in item forty that result driven communication pattern directs
principal interest towards working on the school environment to be a noiseless
place and as well, makes the teachers and principal to always seek for
104
environmental security (item forty one). In general, the findings of this study
revealed the opinions of principals and teachers that result driven communication
pattern correlates with secured learning environment in secondary schools to a
great extent.
The Relationship between Multichannel Communication Pattern and
Students Academic Achievement in Secondary Schools
The result of research question five (table 5) confirms that multichannel
communication pattern correlates with students’ academic achievement in
secondary schools to a great extent. This directs that with multi-channel
communication pattern, teachers and students will achieve a lot academically. This
is in line with Goldhaber (1999) that multi-channel communication pattern is used
when messages are to be delivered in multiple ways so as to have the greatest
impact. 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.
In line with Goldhaber’s opinion, the study discovered in item forty two that
multi-channel communication pattern create a better alternative for information to
yield results and as well, help the teachers and students to achieve much
academically (item forty three). In the same vein, the study revealed in item forty
105
four that multi-channel communication pattern helps the teacher to explore on
different information on instructional strategies and create opportunity for positive
academic achievement (item forty five). Equally, the study revealed in item forty
six that multi-channel communication pattern helps the teacher and the principal to
expose the students on best strategies on reading and learning and as well, makes
the teacher to be current on information on teaching and learning (item forty
seven). Likewise, the study discovered in item forty eight that multi-channel
communication pattern helps to update the teachers, the principal and students and
as well, makes the teacher to improve on student continuous assessment (item
forty nine). In the same vein, the study discovered in item fifty that multi-channel
communication pattern help the teacher and principal to be dynamic and move
with trends and innovations. Generally, the findings of this study revealed the
opinions of principals and teachers that multichannel communication pattern
correlates with students’ academic achievement in secondary schools to a great
extent.
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
In response to hypothesis 1 as shown in (table 6), 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. From
106
the findings of the study, it was discovered that open communication pattern to a
great extent correlates with discipline in secondary school. The insignificant
difference which is in favour of teachers that have higher level of mean score
(3.47) than that of principals (3.47) can be obvious for various reasons that open
communication pattern helps the principal to be careful and committed to duty,
makes the teacher feel belonged and dedicated. Equally, it was discovered that
open communication pattern enables the teacher adhere to the rules and
regulations, makes the teacher and principal will remain checked and makes the
teachers attend to their lesson regularly. Also, it was revealed that open
communication pattern makes the teacher to be punctual to duties, help the
principal to behave as a role model, help the teacher and principal to avoid
negative reactions and reduces quarrels between the teacher and principal.
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
The results from the computations in hypothesis 2, (table 7) discovered that
there is no significant difference in the responses of principals and teachers on the
extent inclusive communication pattern correlates to teachers professional
performance. The insignificant difference occurred in favour of teachers that have
greater level of mean score (3.49), than the teachers (3.48) can be noticeable for
various reasons that inclusive communication makes the teachers have confidence
107
on themselves. Equally, it was discovered that inclusive communication pattern
help the teacher improve in areas of weakness and as well, help the teacher to work
hard, helps the teacher work with conscience towards perfection, help teachers to
carry out adequate continuous assessment of their students and as well, makes the
teacher to search for more knowledge.
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
The results from the computations in hypothesis 3, (table 8) showed that
there is no significant difference in the responses of principals and teachers on the
extent two ways communication pattern correlates to peaceful interpersonal
relationship of principals and teachers. The insignificant difference occurred in
favour of teachers that have greater level of mean score (3.26), than the teachers
(3.25). This result can be detectable for various reasons such that, two ways
communication pattern reduces tension between the teacher and principal, foster
smooth relationship between the teacher and the principal and bridges the
communication gap between the principal and teacher. In the same vein, the
findings discovered that two ways communication pattern makes teacher ad
principal see themselves as colleagues and as well, remove master servant
relationship between the principal and teacher gives room for amicable settlement
108
of matters between the principal and teacher and enhances flow of information
between the teacher and principal.
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
In response to hypothesis 4 as shown in (table 9) indicated that there is no
significant difference in the responses of principals and teachers on the extent
result driven communication pattern correlates to secured learning environment in
secondary schools. The insignificant difference occurred in favour of teachers that
have greater level of mean score (3.16), than the teachers (3.15). This result can be
evident for various reasons that, result driven communication pattern help the
principal and teachers work harmoniously, help the teacher and the principal adopt
good security and as well, help the teacher, students and principal adopt good
security measures. Likewise, the results discovered that result driven
communication pattern help the students to reject any environmental distraction
and as well, makes the students to concentrate and be part of creating conducive
atmosphere.
109
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
In response to hypothesis 5 as shown in (table 10) showed that there is no
significant difference in the responses of principals and teachers on the extent
multichannel communication pattern correlates to student’s academic achievement
in secondary schools. The insignificant difference happened in favour of principals
that have greater level of mean score (3.24), than the students (3.23). This result
can be plain for various reasons that multi-channel communication pattern create a
better alternative for information to yield results, help the teachers and students to
achieve much academically and as well helps the teacher to explore on different
information on instructional strategies and create opportunity for positive academic
achievement. Equally, the study revealed that multi-channel communication
pattern helps the teacher and the principal to expose the students on best strategies
on reading and learning and as well, makes the teacher to be current on information
on teaching and learning.
110
Implications of the Study
An insight into the teacher-principal communication patterns as a correlate
of effective school administration in public secondary schools in Onitsha education
zone of Anambra State has some important educational implications. The
implications of the findings as related to education and administration practices are
hereby highlighted.
From the findings of this study, it can be deduced 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. The principal should use participatory decision making method or
leadership skills for effective school administration in public secondary schools as
it influences discipline in secondary schools and makes the teachers feel belonged
as part of the school administration.
The findings of the study also 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. This implies that
in inclusive communication, explicit steps are taken to ensure that all employers
feel that they are involved in the decisions that affect their day to day activities.
111
Equally, 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.
Equally, the findings of the study revealed that result driven communication
pattern correlates with secured learning environment in secondary schools to a
great extent. This directs that 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.
In the same vein, the findings of the study confirm that multichannel
communication pattern correlates with students’ academic achievement in
secondary schools to a great extent. This directs that with multi-channel
communication pattern, teachers and students will achieve a lot academically. By
implication, 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.
112
Recommendations
Based on the findings of the study, the researcher recommends that;
� For effective school administration of public secondary schools, the principal
should allow the teachers to share feedback and criticisms. The principal
should use participatory decision making method or leadership.
� Principals should be open to all the staff and allows contribution from within
and outside the organization. Explicit steps should be taken by the principals
to ensure that all staff is involved in the decisions that affect their day to day
activities.
� For peaceful interpersonal relationship of principals, teachers and students,
the principal should make use of two way communication pattern in order to
bridge every communication gap between the principals, teachers and
students.
� For secured learning environment in secondary schools, the principals and
teachers ought to employ result driven communication pattern to strategically
plan for the achievement of their targeted goals.
� The principals and teachers should make use of multi-channel
communication pattern for students’ academic achievement. Messages should
be delivered in multiple ways in order to ensure that students achieve more
academically.
113
Limitations of the Study
In the course of carrying out this study, the researcher encountered the
following challenges:
Onitsha education zone of Anambra State is large and some secondary
schools selected for the study are located in rustic areas, this made the research
work very tedious for the researcher. Limitation of time in visiting the schools and
the request to obtain permission from school principals was also discouraging.
Equally, constraints in enlightening the respondents on how to answer the
questionnaire were time consuming and tiresome.
Suggestions for Further Studies
Based on the findings and the limitations of the study, the researcher
suggested that further research can be carried out in the following areas:
1. Employing result driven communication pattern to strategically equip
principals and teachers for the achievement of their targeted goals.
2. Making use of two ways communication pattern in order to bridge every
communication gap between the principals and the teachers for effective
school administration.
3. Making use of multi-channel communication pattern for students’ academic
achievement.
114
4. Taking explicit steps to ensure that principal and all staff is involved in the
decisions that affect their day to day activities.
Conclusion
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. Based on the findings of the study, the
following conclusions were drawn;
It was discovered that 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. The principal should use
participatory decision making method or leadership skills for effective school
administration in public secondary schools as it influences discipline in secondary
schools and makes the teachers feel belonged as part of the school administration.
The findings of the study also 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. This implies that
in inclusive communication, explicit steps are taken to ensure that all employers
feel that they are involved in the decisions that affect their day to day activities.
115
Equally, 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.
Equally, the findings of the study revealed that result driven communication
pattern correlates with secured learning environment in secondary schools to a
great extent. This directs that 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.
In the same vein, the findings of the study confirm that multichannel
communication pattern correlates with students’ academic achievement in
secondary schools to a great extent. This directs that with multi-channel
communication pattern, teachers and students will achieve a lot academically. By
implication, 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.
Based on the findings of the study, the researcher recommends that for
effective school administration of public secondary schools, the principal should
allow the teachers to share feedback and criticisms. The principal should use
116
participatory decision making method or leadership. Equally, principals should be
open to all the staff and allows contribution from within and outside the
organization. Explicit steps should be taken by the principals to ensure that all staff
is involved in the decisions that affect their day to day activities. Likewise, for
peaceful interpersonal relationship of principals and teachers, the principal should
make use of two way communication pattern in order to bridge every
communication gap between the principals and the teachers. In the same vein, for
secured learning environment in secondary schools, the principals and teachers
ought to employ result driven communication pattern to strategically plan for the
achievement of their targeted goals. Likewise the principals and teachers should
make use of multi-channel communication pattern for students’ academic
achievement. Messages should be delivered in multiple ways in order to ensure
that students achieve more academically.
Findings from the study also revealed that there is no significant difference
between the mean ratings of teachers and principals with regards to the extent open
communication pattern correlate to discipline in secondary schools. Also, 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. Equally, there is no significant difference between the mean ratings
of principals and teachers with regards to two ways communication pattern as a
117
correlate to peaceful interpersonal relationship of principals and teachers.
Likewise, there is no significant difference between the mean ratings of principals
and teachers with regards to the extent result driven communication pattern
correlate to secure learning environment in secondary schools. As well, there is no
significant difference between the mean ratings of principals and teachers with
regards to the extent multichannel communication pattern correlate to students’
academic achievement in secondary schools.
Summary of the Study
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 conceptual framework focused on
communication, communication patterns, school administration, effective
administration, communication pattern and effective school administration. The
theoretical framework focused on theory of human relations, systems theory and
interaction mechanisms theory. Five research questions and five null hypotheses
were stated to guide the study. Instrument titled Teacher-Principal Communication
Pattern and Effective School Administration Questionnaire (TPCPESAQ) was
developed by the researcher to guide the study. 50 items instrument that focused on
the teacher-principal communication patterns as correlates of effective school
administration in public secondary schools was developed and validated by three
118
experts from Faculty of Education, University of Nigeria, Nsukka. The reliability
of the instrument was determined, using trial testing method.
The population of the study comprised all the 31 principals and 1,273
teachers in the 31 secondary schools in Onitsha Education zone of Anambra State.
The respondents who provided the data for the study were principals and teachers.
The direct delivery method was used to administer and collect data. The researcher
employed the services of two trained research assistants. Simple random sampling
technique was used to draw the sample size from the population. The five research
questions were analyzed using mean and Standard Deviation, while the z-test
statistics were 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. The
principal should use participatory decision making method or leadership skills for
effective school administration in public secondary schools as it influences
discipline in secondary schools and makes the teachers feel belonged as part of the
school administration. 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
119
open to people and allows contribution from within and outside the organization.
This implies that in inclusive communication, explicit steps are taken to ensure that
all employers feel that they are involved in the decisions that affect their day to day
activities. 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. In the same way, the findings of the study revealed that result
driven communication pattern correlates with secured learning environment in
secondary schools to a great extent. This directs that 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. Equally, the findings of the study confirm that multichannel
communication pattern correlates with students’ academic achievement in
secondary schools to a great extent. This directs that with multi-channel
communication pattern, teachers and students will achieve a lot academically. By
implication, 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.
120
The study also revealed that there is no significant difference between the
mean ratings of teachers and principals with regards to the extent open
communication pattern correlate to discipline in secondary schools. Also, 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. Equally, 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.
Likewise, there is no significant difference between the mean ratings of principals
and teachers with regards to the extent result driven communication pattern
correlate to secure learning environment in secondary schools. As well, there is no
significant difference between the mean ratings of principals and teachers with
regards to the extent multichannel communication pattern correlate to students’
academic achievement in secondary schools.
The major findings of the study were thoroughly discussed, their educational
implications stressed and recommendations made. Limitations of the study were
acknowledged and suggestions for further studies were also emphasized.
121
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Appendix 1
Teacher-Principal Communication Patterns and Effective School
Administration in Secondary Schools (TPCPESASS)
LETTER FOR VALIDATION OF INSTRUMENT
Department of Education Foundation
University of Nigeria,
Nsukka
Enugu State
………………..
University of Nigeria
Nsukka
Enugu State
Dear Sir,
REQUEST FOR VALIDATION OF INSTRUMENT
I am a post graduate student of Educational Administration and planning in the
Department of Education Foundation, I am carrying out a study on Teacher-
principal communication patterns and effective school administration in public
secondary schools in Onitsha Education zone of Anambra State.
I humbly request that you use your discretion to assist in correcting and validating
the instrument of my study.
Yours faithfully
Ezenwekwe Mabel C.
PG/M.E.D./08/48555
128
Title of the Study: Teacher-Principal Communication Patterns and Effective
School Administration in Onitsha Education Zone
Purpose of the Study
The general purpose of this study is to investigate teacher-principal
communication patterns and effective school administration in Onitsha education
zone; specifically, this study seeks to investigate.
1. The extent to which open communication pattern influences discipline in
secondary school.
2. The extent to which inclusive communication pattern influences teachers
professional performance.
3. The extent to which two way communication pattern influences the peaceful
interpersonal relationship of principal and teacher
4. The extent to which result driven communication pattern influences the
secured learning environment in secondary school.
5. The extent to which multichannel communication pattern influences the
students academic achievement in secondary school
Research Questions
The following research questions were formulated to guide this study.
1. To what extent does open communication pattern influence discipline in the
secondary school?
129
2. To what extent does inclusive communication pattern influence the teachers
professional performance?
3. To what extent does which two way communication pattern influences the
peaceful interpersonal relationship of principal and teacher?
4. To what extent does result driven communication pattern influences the
secured learning environment in secondary school?
5. To what extent does multichannel communication pattern influences the
students academic achievement in secondary school?
Hypotheses
The following null hypothesis will be tested to guide the study:
1. There is no significant difference between the mean ratings of teachers and
principals with regards to the extent to which open communication pattern
influences teachers and students disciplinary behaviours.
2. There is no significant difference between the mean rate of teachers and
principals with regards to the extent to which inclusive communication
pattern influences teachers professional performance.
3. There is no significant difference between mean ratings of principals and
teachers with regards to the extent to which two way communication pattern
influences the peaceful interpersonal relationship of principal and teacher
130
4. There is no significant gender difference between the mean ratings of
respondent with regards to extent to which result driven communication
pattern influences the secured learning environment in secondary school
5. There is no significant gender difference between the mean ratings of
respondents with regards to the extent to which multichannel communication
pattern influences the students academic achievement in secondary school.
QUESTIONNAIRE
TEACHER PRINCIPAL COMMUNICATION PATTERNS AND
EFFECTIVE SCHOOL ADMINISTRATION (QTPCPESA)
Dear Respondents,
You are please requested to complete this instrument as honest as you can.
The information requested is for research only.
Section A
Personal Information/Demographic Data
Instruction: Please tick (√) where appropriate
Name of the School:……………………………………………………………….
Location of the school:…………………………………………………………….
Gender: (a) Male ( ) (b) Female ( )
131
Section B
Instruction: Kindly use the following 4 points scale to indicate your chosen
response.
VLE = Very Large Extent
GE = Large Extent
SE = Small Extent
VSE = Very Small Extent
Cluster I The Extent Open Communication Pattern Influence Discipline in Secondary
Schools.
Open communication pattern is when principal allows the teacher fell free to
share feedback, ideas and even criticism at every level
S/NO Open Communication Pattern: VGE GE SE VSE
1. helps the principal to be careful and committed to
duty
2. makes the teacher feel belonged and dedicated
3. Enables the teacher adhere to the rules and
regulations
4. teacher and principal will remain checked
5. makes the teachers attend to their lesson regularly
6. makes the teacher to be punctual to duties
7. Help the principal to behave as a role model
8. Help the teacher and principal to avoid negative
reactions
9. reduces quarrels between the teacher and principal
10. reduces the rate of truancy on the teacher,
principal and students
11. Refines the character of the principal and teachers
132
Cluster II
The Extent to Which Principal Inclusive Communication Pattern Influence
Professional Performance Teachers
Inclusive communication pattern is when the principal involves teachers in
decisions that affect to their day to day work
S/NO Inclusive Communication Pattern: VGE GE SE VSE
12. make the teachers have confidence on themselves
13. help the teacher improve in areas of weakness
14. help the teacher to work hard
15. helps the teacher work with conscience towards
perfection
16. help teachers to carry out adequate continuous
assessment of their students
17. makes the teacher to search for more knowledge
18. gives the teacher a sense of job satisfaction
19. create urge for teachers to go for in-service-
training, workshop and seminars
20. makes the teacher to be focus on improvement of
instruction strategies
21. makes the teacher to adopt the best method of
teaching and learning
Cluster III
The Extent of Two Way Communication Pattern on Peaceful Interpersonal
Relationship of Principal and Teacher
Two way communication pattern is face to face interaction
S/NO Two way communication pattern: VGE GE SE VSE 22. reduces tension between the teacher and principal
23. foster smooth relationship between the teacher and the
principal
24. bridges the communication gap between the principal
and teacher
25. makes teacher ad principal see themselves as
colleagues
26. removes master servant relationship between the
principal and teacher
27. gives room for amicable settlement of matters between
the principal and teacher
28. enhances flow of information between the teacher and
principal
133
29. generate love between the teacher and the principal
30. helps the principal to discover peculiarities of teachers
31. helps the principal to understand the teachers
problems.
Cluster IV
The Extent of Result Driven Communication Pattern on Secured Learning
Environment
Result driven communication pattern is when principal and teachers strategically
focused on achieving measurable result
S/NO Result Driven Communication Pattern: VGE GE SE VSE 32. Help the principal and teachers work harmoniously
33. Help the teacher and the principal adopt good security
measures
34. help the teacher, students and principal adopt good
security measures
35. generates concentration on the principal, teachers and
distraction is avoided
36. help the students to reject any environmental
distraction
37. makes the students t o concentrate and be part of
creating conducive atmosphere
38. Makes the principal to co-ordinate the security issues
properly
39. is a weapon for creating and maintaining secured
learning environment
40. directs principal interest towards working on the
school environment to be a noiseless place
41. makes the teachers and principal to always seek for
environmental security
134
Cluster V
The Extent of Multichannel Communication Pattern on Students Academic
Achievement
Multi-channel communication pattern is when messages are delivered multiple
times in multiple ways
S/NO Multi-Channel Communication Pattern: VGE GE SE VSE 42. Create a better alternative for information to yield
results
43. Help the teachers and students to achieve much
academically
44. helps the teacher to explore on different information
on instructional strategies
45. Create opportunity for positive academic achievement
46. Help the teacher and the principal to expose the
students on best strategies on reading and learning
47. makes the teacher to be current on information on
teaching and learning
48. helps to update the teachers, the principal and students
49. makes the teacher to improve on student continuous
assessment
50. help the teacher and principal to be dynamic and move
with trends and innovations
135
Appendix 11
Reliability Co-Efficient
Reliability Co-Efficient for Cluster A
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
Reliability Statistics
Cronbach's
Alpha N of Items
0.86 11
Reliability Co-Efficient for Cluster B
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
Reliability Statistics
Cronbach's
Alpha N of Items
0.96 10
136
Reliability Co-Efficient for Cluster C
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
Reliability Statistics
Cronbach's
Alpha N of Items
0.88 10
Reliability Co-Efficient for Cluster D Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
Reliability Statistics
Cronbach's
Alpha N of Items
0.96 10
Reliability Co-Efficient for Cluster E Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
137
Reliability Statistics
Cronbach's
Alpha N of Items
0.87 9
Data used for the Reliability Co-Efficient
1 4 4 4 3 4 4 3 4 3 4 3 4 4 4 3 4 3 2 3 4 4 4 2 3 4 3 4 3 3 4 3 4 3 4 3 3 4 3 4
2 3 4 3 4 4 3 4 3 4 4 4 3 3 3 4 3 4 4 4 3 3 3 1 4 3 4 3 4 3 4 4 3 4 3 4 3 4 3 4
2 4 4 4 3 3 4 3 4 3 4 3 4 4 4 3 4 3 4 3 4 4 4 2 3 4 3 4 4 4 3 3 4 3 4 4 4 3 4 3
2 3 4 3 4 4 3 3 3 4 4 4 3 3 3 3 3 4 4 4 3 3 3 1 4 3 4 3 4 3 4 4 3 4 3 4 3 4 3 4
2 4 4 4 3 3 3 3 4 3 4 3 2 4 3 3 4 3 4 3 2 4 3 2 3 3 3 4 4 4 3 3 3 3 4 4 4 3 4 3
2 3 4 3 2 4 3 4 3 3 3 4 3 3 3 4 3 3 3 4 3 3 3 1 3 3 4 3 4 3 2 3 3 4 3 4 3 2 3 2
2 3 3 4 3 3 4 3 4 3 4 3 4 4 4 3 4 3 4 3 4 4 4 2 3 4 3 3 3 4 3 3 4 3 3 3 4 3 4 3
1 3 4 3 4 4 3 3 3 4 4 4 3 3 3 3 3 4 4 4 3 3 3 1 4 3 4 3 4 3 4 4 3 4 3 4 3 4 3 4
2 4 4 4 3 3 3 4 3 4 3 3 3 3 3 4 3 4 3 3 3 3 3 2 3 3 3 4 4 4 3 3 3 3 4 4 4 3 4 3
2 4 3 3 3 3 4 3 4 4 4 3 4 4 4 3 4 4 4 3 4 4 4 2 3 4 3 4 3 3 3 3 4 3 4 3 3 3 3 3
2 4 4 3 4 4 3 3 3 4 4 4 3 3 3 3 3 4 4 4 3 3 3 2 4 3 4 4 4 3 4 4 3 4 4 4 3 4 3 4
2 4 4 4 3 3 4 3 4 3 4 3 4 4 4 3 4 3 4 3 4 4 4 2 3 3 3 4 4 4 3 3 3 3 4 4 4 3 4 3
2 3 4 3 4 4 3 3 3 4 4 4 3 3 3 3 3 4 4 4 3 3 3 1 4 3 4 3 4 3 4 4 3 4 3 4 3 4 3 4
2 4 4 4 3 3 3 3 4 4 4 3 2 4 3 3 4 4 4 3 2 4 3 2 3 3 3 4 4 4 3 3 3 3 4 4 4 3 4 3
2 4 4 3 2 4 3 4 3 3 3 4 3 3 3 4 3 3 3 4 3 3 3 2 3 3 4 4 4 3 2 3 3 4 4 4 3 2 3 2
2 3 3 4 3 3 4 3 4 3 4 3 4 4 4 3 4 3 4 3 4 4 4 2 3 4 3 3 3 4 3 3 4 3 3 3 4 3 4 3
2 3 4 3 4 4 3 3 3 3 4 4 3 3 3 3 3 3 4 4 3 3 3 1 4 3 4 3 4 3 4 4 3 4 3 4 3 4 3 4
2 3 4 4 3 3 4 3 4 3 4 3 3 4 4 3 4 3 4 3 3 4 4 2 3 3 3 3 4 4 3 3 3 3 3 4 4 3 4 3
1 3 4 3 3 4 3 3 3 4 4 4 3 3 3 3 3 4 4 4 3 3 3 2 4 3 4 3 4 3 3 4 3 4 3 4 3 3 3 3
2 4 4 4 3 3 3 3 4 3 4 3 2 4 3 3 4 3 4 3 2 4 3 2 3 3 3 4 4 4 3 3 4 3 4 3 3 4 3 4
138
Appendix 111
Schools in Onitsha Education Zone
Onitsha North L.G.A
s/n Schools No of
Principals
Male
teachers
Female
teachers
Total no.
of
Teachers
1 Dennis Memorial
Grammar School
1 F 8 68 76
2 Queen of the Rosary
College
1 M 3 64 67
3 Girls secondary school 1 M 6 42 48
4 Ado Girls Secondary
School
1 F 2 48 50
5 St. Charles Sec. Sch. 1 F 19 71 90
6 Eastern Academy 1 F 2 70 72
7 New Era Girls
Secondary School
1 F - 36 36
8 Inland Girls Sec,
School
1 F 1 45 46
9 Washington Memorial
High School
1 M 5 18 23
10 Comprehensive sec.
Sch.
1 M 5 34 39
11 Prince Memorial High
Sch.
1 F 4 43 47
12 Army Day Secondary
School
1 M 3 49 52
13 Metropolitan college 1 F 4 24 28
14 Govt. Technical college 1 M 20 32 52
15 Onitsha High Sch. 1 M 4 40 44
Total 15 M=7
F=8
86 684 770
139
Onitsha South L.G.A
s/n Schools No of
Principals
Male
teachers
Female
teachers
Total No
of
Teachers
1 Christ the King College 1 M 10 57 67
2 Our Lady’s High Sch. 1 F 1 58 59
3 Modebe Memorial High Sch 1 M 4 30 34
4 Metu Memorial Sec. Sch. 1 M 3 36 39
5 Uban Boy’s Sec. Sch. 1 F 3 29 32
Total 5 M = 3
F = 2
23 265 288
OGBARU LOCAL GOVT. AREA
s/n Schools No of
Principals
Male
teachers
Female
teachers
Total No
of
Teachers
1 Ogbaru High Sch. Ogbatuba 1 M 4 13 17
2 Ideke Girls Sec. Sch. Ideke 1 F 1 36 37
3 Unity Comprehensive girls Okpoko 1 M - 42 42
4 Community boys Sec. sch. Okpoko 1 F 3 8 11
5 Community girls sec. sch. Okpoko 1 F 3 26 29
6 Community sec. sch. Atani 1 M 3 23 26
140
7 Govt, technical college Osomalla 1 M 2 5 7
8 Community sec. sch. lyiowa
Odekpe
1 M 5 15 20
9 Joseph Odua Memorial sec. sch.
Akiliozi
1 F 3 13 16
Total 9 M=5
F= 4
24 184 215
STUDY POPULATION DISTRIBUTION
(ONITSHA EDUCATION ZONE)
L G A No of
Schools
Principals Teachers
M F Total M F Total
Onitsha
North
15 7 8 15 86 684 770
Onitsha
South
5 3 2 5 23 265 288
Ogbaru 9 5 4 9 24 184 208
Total 29 15 14 29 133 1133 1266
141
Appendix 1V
Analysis
Research Question 1
N Mean Std. Deviation
helps the principal to be careful and committed to duty
Principals 31 3.3226 .47519
Teachers 1273 3.3504 .47727
Total 1304 3.3497 .47706
makes the teacher feel belonged and dedicated
Principals 31 3.6774 .47519
Teachers 1273 3.6496 .47727
Total 1304 3.6503 .47706
Enables the teacher adhere to the rules and regulations
Principals 31 3.6774 .47519
Teachers 1273 3.6496 .47727
Total 1304 3.6503 .47706
teacher and principal will remain checked
Principals 31 3.0000 .00000
Teachers 1273 3.0000 .00000
Total 1304 3.0000 .00000
makes the teachers attend to their lesson regularly
Principals 31 3.1613 .82044
Teachers 1273 3.2490 .76688
Total 1304 3.2469 .76797
makes the teacher to be punctual to duties
Principals 31 3.7419 .44480
Teachers 1273 3.7502 .43307
Total 1304 3.7500 .43318
Help the principal to behave as a role model
Principals 31 3.3226 .47519
Teachers 1273 3.3504 .47727
Total 1304 3.3497 .47706
Help the teacher and principal to avoid negative reactions
Principals 31 3.6774 .47519
Teachers 1273 3.6496 .47727
Total 1304 3.6503 .47706
reduces quarrels between the teacher and principal
Principals 31 3.7419 .44480
Teachers 1273 3.7502 .43307
Total 1304 3.7500 .43318
reduces the rate of truancy on the teacher, principal and students
Principals 31 3.5806 .50161
Teachers 1273 3.6002 .49006
Total 1304 3.5997 .49015
Refines the character of the principal and teachers
Principals 31 3.3226 .59928
Teachers 1273 3.2985 .55695
Total 1304 3.2991 .55776
142
helps the principal
to be careful
and committed
to duty
makes the
teacher feel
belonged and
dedicated
Enables the
teacher adhere to the rules and
regulations
teacher and
principal will
remain checked
makes the
teachers attend to their lesson regularl
y
makes the
teacher to be
punctual to duties
Help the
principal to
behave as a role
model
Help the
teacher and
principal to
avoid negativ
e reaction
s
reduces
quarrels
between the teacher and
principal
reduces the rate
of truancy on the
teacher, principa
l and student
s
Refines the
character of the
principal and
teachers
helps the principal to be careful and committed to duty
Pearson Correlation
1 -1.000** -1.000
** .
a -.102
** .423
** 1.000
** -1.000
** .423
** .599
** -.209
**
Sig. (2-tailed)
.000 .000 . .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
makes the teacher feel belonged and dedicated
Pearson Correlation
-1.000** 1 1.000
** .
a .102
** -.423
** -1.000
** 1.000
** -.423
** -.599
** .209
**
Sig. (2-tailed)
.000 .000 . .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
Enables the teacher adhere to the rules and regulations
Pearson Correlation
-1.000** 1.000
** 1 .
a .102
** -.423
** -1.000
** 1.000
** -.423
** -.599
** .209
**
Sig. (2-tailed)
.000 .000 . .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
teacher and principal will remain checked
Pearson Correlation
.a .
a .
a .
a .
a .
a .
a .
a .
a .
a .
a
Sig. (2-tailed)
. . . . . . . . . .
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
makes the teachers attend to their lesson regularly
Pearson Correlation
-.102** .102
** .102
** .
a 1 .038 -.102
** .102
** .038 -.133
** .179
**
Sig. (2-tailed)
.000 .000 .000 . .170 .000 .000 .170 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
makes the teacher to be punctual to duties
Pearson Correlation
.423** -.423
** -.423
** .
a .038 1 .423
** -.423
** 1.000
** -.472
** .310
**
Sig. (2-tailed)
.000 .000 .000 . .170 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
Help the principal to behave as a role model
Pearson Correlation
1.000** -1.000
** -1.000
** .
a -.102
** .423
** 1 -1.000
** .423
** .599
** -.209
**
Sig. (2-tailed)
.000 .000 .000 . .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
Correlations
143
Help the teacher and principal to avoid negative reactions
Pearson Correlation
-1.000** 1.000
** 1.000
** .
a .102
** -.423
** -1.000
** 1 -.423
** -.599
** .209
**
Sig. (2-tailed)
.000 .000 .000 . .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
reduces quarrels between the teacher and principal
Pearson Correlation
.423** -.423
** -.423
** .
a .038 1.000
** .423
** -.423
** 1 -.472
** .310
**
Sig. (2-tailed)
.000 .000 .000 . .170 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
reduces the rate of truancy on the teacher, principal and students
Pearson Correlation
.599** -.599
** -.599
** .
a -.133
** -.472
** .599
** -.599
** -.472
** 1 -.477
**
Sig. (2-tailed)
.000 .000 .000 . .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
Refines the character of the principal and teachers
Pearson Correlation
-.209** .209
** .209
** .
a .179
** .310
** -.209
** .209
** .310
** -.477
** 1
Sig. (2-tailed)
.000 .000 .000 . .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
Research Question 2
N Mean Std. Deviation
make the teachers have confidence on themselves
Principals 31 3.3548 .48637
Teachers 1273 3.3504 .47727
Total 1304 3.3505 .47730
help the teacher improve in areas of weakness
Principals 31 3.2258 .42502
Teachers 1273 3.1995 .39980
Total 1304 3.2002 .40027
help the teacher to work hard Principals 31 3.4839 .50800
Teachers 1273 3.5004 .50020
Total 1304 3.5000 .50019
helps the teacher work with conscience towards perfection
Principals 31 3.4839 .50800
Teachers 1273 3.4493 .49762
Total 1304 3.4502 .49770
help teachers to carry out adequate continuous assessment of their students
Principals 31 3.8387 .37388
Teachers 1273 3.8507 .35648
Total 1304 3.8505 .35676
makes the teacher to search for more knowledge
Principals 31 3.4516 .50588
Teachers 1273 3.4501 .49770
Total 1304 3.4502 .49770
144
gives the teacher a sense of job satisfaction
Principals 31 3.5806 .50161
Teachers 1273 3.5499 .49770
Total 1304 3.5506 .49762
create urge for teachers to go for in-service-training, workshop and seminars
Principals 31 3.6452 .48637
Teachers 1273 3.5994 .49022
Total 1304 3.6005 .48999
makes the teacher to be focus on improvement of instruction strategies
Principals 31 3.6129 .49514
Teachers 1273 3.6496 .47727
Total 1304 3.6488 .47754
makes the teacher to adopt the best method of teaching and learning
Principals 31 3.3548 .48637
Teachers 1273 3.3496 .47702
Total 1304 3.3497 .47706
Correlations
make the
teachers have confidence on themsel
ves
help the teacher improve in areas
of weaknes
s
help the teacher to work
hard
helps the
teacher work with
conscience
towards perfectio
n
help teacher
s to carry out
adequate
continuous
assessment of
their student
s
makes the
teacher to search for more knowled
ge
gives the
teacher a sense of job
satisfaction
create urge for teachers to go for in-
service-training, workshop and seminar
s
makes the
teacher to be
focus on improvement of
instruction
strategies
makes the
teacher to adopt the best method
of teaching
and learning
make the teachers have confidence on themselves
Pearson Correlation
1 -.367** .735
** -.455
** .308
** -.245
** -.387
** -.044 .099
** -.100
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .112 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
help the teacher improve in areas of weakness
Pearson Correlation -.367** 1 -.500
** .052 -.838
** .302
** .452
** .154
** -.158
** -.106
**
Sig. (2-tailed)
.000 .000 .060 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
help the teacher to work hard
Pearson Correlation
.735** -.500
** 1 -.504
** .419
** -.504
** -.299
** -.205
** .106
** .103
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
helps the teacher work with conscience towards perfection
Pearson Correlation
-.455** .052 -.504
** 1 .098
** .194
** -.193
** .329
** -.180
** .180
**
Sig. (2-tailed)
.000 .060 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
145
help teachers to carry out adequate continuous assessment of their students
Pearson Correlation
.308** -.838
** .419
** .098
** 1 -.182
** -.379
** -.057
* -.016 .014
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .041 .571 .604
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
makes the teacher to search for more knowledge
Pearson Correlation
-.245** .302
** -.504
** .194
** -.182
** 1 -.193
** .329
** -.180
** -.450
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
gives the teacher a sense of job satisfaction
Pearson Correlation
-.387** .452
** -.299
** -.193
** -.379
** -.193
** 1 -.123
** .178
** -.181
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
create urge for teachers to go for in-service-training, workshop and seminars
Pearson Correlation
-.044 .154** -.205
** .329
** -.057
* .329
** -.123
** 1 -.171
** -.469
**
Sig. (2-tailed)
.112 .000 .000 .000 .041 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
makes the teacher to be focus on improvement of instruction strategies
Pearson Correlation
.099** -.158
** .106
** -.180
** -.016 -.180
** .178
** -.171
** 1 .098
**
Sig. (2-tailed)
.000 .000 .000 .000 .571 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
makes the teacher to adopt the best method of teaching and learning
Pearson Correlation
-.100** -.106
** .103
** .180
** .014 -.450
** -.181
** -.469
** .098
** 1
Sig. (2-tailed)
.000 .000 .000 .000 .604 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
Research Question 3
N Mean Std. Deviation
reduces tension between the teacher and principal
Principals 31 2.9677 .75206
Teachers 1273 3.0000 .70711
Total 1304 2.9992 .70792
foster smooth relationship between the teacher and the principal
Principals 31 3.0323 .17961
Teachers 1273 3.0503 .21860
Total 1304 3.0498 .21771
bridges the communication gap between the principal and teacher
Principals 31 3.2903 .46141
Teachers 1273 3.3001 .45847
Total 1304 3.2998 .45837
146
makes teacher ad principal see themselves as colleagues
Principals 31 3.1290 .34078
Teachers 1273 3.1500 .35725
Total 1304 3.1495 .35676
removes master servant relationship between the principal and teacher
Principals 31 3.3871 .91933
Teachers 1273 3.4501 .86470
Total 1304 3.4486 .86572
gives room for amicable settlement of matters between the principal and teacher
Principals 31 2.8387 .63754
Teachers 1273 2.8500 .65417
Total 1304 2.8497 .65355
enhances flow of information between the teacher and principal
Principals 31 3.8710 .34078
Teachers 1273 3.8500 .35725
Total 1304 3.8505 .35676
generate love between the teacher and the principal
Principals 31 3.6452 .48637
Teachers 1273 3.6496 .47727
Total 1304 3.6495 .47730
helps the principal to discover peculiarities of teachers
Principals 31 3.2903 .46141
Teachers 1273 3.3001 .45847
Total 1304 3.2998 .45837
helps the principal to understand the teachers problems.
Principals 31 3.1290 .34078
Teachers 1273 3.1500 .35725
Total 1304 3.1495 .35676
reduces tension
between the
teacher and
principal
foster smooth relation
ship between the
teacher and the principa
l
bridges the
communication gap
between the
principal and
teacher
makes teacher
ad principal
see themselve
s as colleague
s
removes master servant relations
hip between
the principal
and teacher
gives room
for amicabl
e settlement of
matters between the
principal and
teacher
enhances flow
of informat
ion between the
teacher and
principal
generate love
between the
teacher and the principa
l
helps the principal
to discover peculiarit
ies of teachers
helps the
principal to
understand the teacher
s problem
s.
reduces tension between the teacher and principal
Pearson Correlation
1 .000 .772** .000 .818
** .000 .000 .742
** .772
** .000
Sig. (2-tailed)
.993 .000 .987 .000 .993 .987 .000 .000 .987
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
foster smooth relationship between the teacher and the principal
Pearson Correlation
.000 1 -.150** -.096
** -.119
** .403
** .096
** -.312
** .350
** -.096
**
Sig. (2-tailed)
.993 .000 .001 .000 .000 .001 .000 .000 .001
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
bridges the communicati
Pearson Correlation
.772** -.150
** 1 .031 .417
** .151
** -.031 .253
** .763
** .031
Correlations
147
on gap between the principal and teacher
Sig. (2-tailed)
.000 .000 .269 .000 .000 .269 .000 .000 .269
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
makes teacher ad principal see themselves as colleagues
Pearson Correlation
.000 -.096** .031 1 .267
** .524
** -1.000
** .015 -.274
** 1.000
**
Sig. (2-tailed)
.987 .001 .269 .000 .000 .000 .587 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
removes master servant relationship between the principal and teacher
Pearson Correlation
.818** -.119
** .417
** .267
** 1 -.235
** -.267
** .867
** .291
** .267
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
gives room for amicable settlement of matters between the principal and teacher
Pearson Correlation
.000 .403** .151
** .524
** -.235
** 1 -.524
** -.329
** .317
** .524
**
Sig. (2-tailed)
.993 .000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
enhances flow of information between the teacher and principal
Pearson Correlation
.000 .096** -.031 -1.000
** -.267
** -.524
** 1 -.015 .274
** -1.000
**
Sig. (2-tailed)
.987 .001 .269 .000 .000 .000 .587 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
generate love between the teacher and the principal
Pearson Correlation
.742** -.312
** .253
** .015 .867
** -.329
** -.015 1 .253
** .015
Sig. (2-tailed)
.000 .000 .000 .587 .000 .000 .587 .000 .587
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
helps the principal to discover peculiarities of teachers
Pearson Correlation
.772** .350
** .763
** -.274
** .291
** .317
** .274
** .253
** 1 -.274
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
helps the principal to understand the teachers problems.
Pearson Correlation
.000 -.096** .031 1.000
** .267
** .524
** -1.000
** .015 -.274
** 1
Sig. (2-tailed)
.987 .001 .269 .000 .000 .000 .000 .587 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
148
Research Question 4
N Mean Std. Deviation
Help the principal and teachers work harmoniously
Principals 31 2.8065 .40161
Teachers 1273 2.7997 .40039
Total 1304 2.7998 .40027
Help the teacher and the principal adopt good security measures
Principals 31 2.8065 .40161
Teachers 1273 2.7997 .40039
Total 1304 2.7998 .40027
help the teacher, students and principal adopt good security measures
Principals 31 3.2258 .42502
Teachers 1273 3.2506 .43352
Total 1304 3.2500 .43318
generates concentration on the principal, teachers and distraction is avoided
Principals 31 3.0323 .17961
Teachers 1273 3.0503 .21860
Total 1304 3.0498 .21771
help the students to reject any environmental distraction
Principals 31 2.7742 .99028
Teachers 1273 2.7997 .98012
Total 1304 2.7991 .97998
makes the students t o concentrate and be part of creating conducive atmosphere
Principals 31 2.6452 .48637
Teachers 1273 2.6504 .47702
Total 1304 2.6503 .47706
Makes the principal to co-ordinate the security issues properly
Principals 31 3.5484 .50588
Teachers 1273 3.5499 .49770
Total 1304 3.5498 .49770
is a weapon for creating and maintaining secured learning environment
Principals 31 3.3548 .48637
Teachers 1273 3.3496 .47702
Total 1304 3.3497 .47706
directs principal interest towards working on the school environment to be a noiseless place
Principals 31 3.3871 .49514
Teachers 1273 3.4006 .49022
Total 1304 3.4003 .49015
makes the teachers and principal to always seek for environmental security
Principals 31 3.0323 .17961
Teachers 1273 3.0503 .21860
Total 1304 3.0498 .21771
Help the principal
and teachers
work harmoni
ously
Help the teacher and the principal
adopt good
security measure
s
help the teacher, students
and principal
adopt good
security measure
s
generates
concentration on the
principal,
teachers and
distraction is
avoided
help the students to reject
any environm
ental distractio
n
makes the
students t o
concentrate and be part
of creating conduciv
e atmosph
ere
Makes the
principal to co-
ordinate the
security issues
properly
is a weapon
for creating
and maintaini
ng secured learning environm
ent
directs principal interest towards working on the school
environment to be
a noiseless place
makes the
teachers and
principal to
always seek for environmental security
Correlations
149
Help the principal and teachers work harmoniously
Pearson Correlation
1 -.250** .289
** .115
** .408
** -.367
** -.453
** .367
** .409
** .115
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
Help the teacher and the principal adopt good security measures
Pearson Correlation
-.250** 1 .289
** .115
** -.613
** .682
** .553
** -.682
** -.612
** .115
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
help the teacher, students and principal adopt good security measures
Pearson Correlation
.289** .289
** 1 .397
** -.236
** .423
** .291
** -.423
** .472
** .397
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
generates concentration on the principal, teachers and distraction is avoided
Pearson Correlation
.115** .115
** .397
** 1 .281
** .168
** -.253
** -.168
** -.187
** 1.000
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
help the students to reject any environmental distraction
Pearson Correlation
.408** -.613
** -.236
** .281
** 1 -.899
** -.288
** .899
** .168
** .281
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
makes the students t o concentrate and be part of creating conducive atmosphere
Pearson Correlation
-.367** .682
** .423
** .168
** -.899
** 1 .180
** -1.000
** -.258
** .168
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
Makes the principal to co-ordinate the security issues properly
Pearson Correlation
-.453** .553
** .291
** -.253
** -.288
** .180
** 1 -.180
** -.082
** -.253
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .003 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
is a weapon for creating and maintaining secured learning environment
Pearson Correlation
.367** -.682
** -.423
** -.168
** .899
** -1.000
** -.180
** 1 .258
** -.168
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
directs principal interest towards
Pearson Correlation
.409** -.612
** .472
** -.187
** .168
** -.258
** -.082
** .258
** 1 -.187
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .003 .000 .000
150
working on the school environment to be a noiseless place
N
1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
makes the teachers and principal to always seek for environmental security
Pearson Correlation
.115** .115
** .397
** 1.000
** .281
** .168
** -.253
** -.168
** -.187
** 1
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304 1304
Research Question 5
N Mean Std. Deviation
Create a better alternative for information to yield results
Principals 31 2.9677 .17961
Teachers 1273 2.9497 .21860
Total 1304 2.9502 .21771
Help the teachers and students to achieve much academically
Principals 31 3.0645 .62905
Teachers 1273 2.9992 .63258
Total 1304 3.0008 .63233
helps the teacher to explore on different information on instructional strategies
Principals 31 3.1290 .34078
Teachers 1273 3.1500 .35725
Total 1304 3.1495 .35676
Create opportunity for positive academic achievement
Principals 31 3.2258 .80456
Teachers 1273 3.1987 .74854
Total 1304 3.1994 .74960
Help the teacher and the principal to expose the students on best strategies on reading and learning
Principals 31 2.7742 .71692
Teachers 1273 2.8005 .74886
Total 1304 2.7998 .74786
makes the teacher to be current on information on teaching and learning
Principals 31 3.5161 .76902
Teachers 1273 3.3991 .80059
Total 1304 3.4018 .79977
helps to update the teachers, the principal and students
Principals 31 3.6129 .49514
Teachers 1273 3.5994 .49022
Total 1304 3.5997 .49015
makes the teacher to improve on student continuous assessment
Principals 31 3.3871 .49514
Teachers 1273 3.3998 .49006
Total 1304 3.3995 .48999
help the teacher and principal to be dynamic and move with trends and innovations
Principals 31 3.2903 .46141
Teachers 1273 3.3504 .47727
Total 1304 3.3489 .47681
151
Correlations
Create a better
alternative for
information to yield results
Help the teachers
and students
to achieve much
academically
helps the teacher
to explore
on different informati
on on instructio
nal strategie
s
Create opportunit
y for positive
academic achievem
ent
Help the teacher and the principal
to expose
the students on best
strategies on
reading and
learning
makes the
teacher to be
current on
information on teaching and
learning
helps to update
the teachers,
the principal
and students
makes the
teacher to
improve on
student continuo
us assessm
ent
help the teacher
and principal to be dynamic and move with trends
and innovations
Create a better alternative for information to yield results
Pearson Correlation
1 .000 .096** .061
* .245
** .115
** -.187
** .187
** .168
**
Sig. (2-tailed)
.992 .001 .028 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304
Help the teachers and students to achieve much academically
Pearson Correlation
.000 1 .000 .422** -.422
** .790
** .645
** .001 -.663
**
Sig. (2-tailed)
.992 .985 .000 .000 .000 .000 .957 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304
helps the teacher to explore on different information on instructional strategies
Pearson Correlation
.096** .000 1 -.112
** -.449
** -.211
** .343
** -.342
** .573
**
Sig. (2-tailed)
.001 .985 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304
Create opportunity for positive academic achievement
Pearson Correlation
.061* .422
** -.112
** 1 -.286
** .199
** .765
** .328
** -.195
**
Sig. (2-tailed)
.028 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304
Help the teacher and the principal to expose the students on best strategies on reading and learning
Pearson Correlation
.245** -.422
** -.449
** -.286
** 1 -.534
** -.763
** .763
** .336
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000
N
1304 1304 1304 1304 1304 1304 1304 1304 1304
makes the teacher to be current on information on teaching and learning
Pearson Correlation
.115** .790
** -.211
** .199
** -.534
** 1 .407
** -.408
** -.891
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304
152
helps to update the teachers, the principal and students
Pearson Correlation
-.187** .645
** .343
** .765
** -.763
** .407
** 1 -.164
** -.256
**
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304
makes the teacher to improve on student continuous assessment
Pearson Correlation
.187** .001 -.342
** .328
** .763
** -.408
** -.164
** 1 .257
**
Sig. (2-tailed)
.000 .957 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304
help the teacher and principal to be dynamic and move with trends and innovations
Pearson Correlation
.168** -.663
** .573
** -.195
** .336
** -.891
** -.256
** .257
** 1
Sig. (2-tailed)
.000 .000 .000 .000 .000 .000 .000 .000
N 1304 1304 1304 1304 1304 1304 1304 1304 1304
Hypothesis 1
F Sig. t df Sig. (2-tailed)
Mean Differenc
e
Std. Error
Difference
95% Confidence Interval of the
Difference
Lower Upper
helps the principal to be careful and committed to duty
Equal variances assumed
.485 .486 -.320 1302 .749 -.02777 .08675 -.19796 .14241
Equal variances not assumed
-.321 31.492 .750 -.02777 .08639 -.20385 .14831
makes the teacher feel belonged and dedicated
Equal variances assumed
.485 .486 .320 1302 .749 .02777 .08675 -.14241 .19796
Equal variances not assumed
.321 31.492 .750 .02777 .08639 -.14831 .20385
Enables the teacher adhere to the rules and regulations
Equal variances assumed
.485 .486 .320 1302 .749 .02777 .08675 -.14241 .19796
Equal variances not assumed
.321 31.492 .750 .02777 .08639 -.14831 .20385
makes the teachers attend to their lesson regularly
Equal variances assumed
.186 .667 -.628 1302 .530 -.08773 .13963 -.36166 .18620
Equal variances not assumed
-.589 31.290 .560 -.08773 .14891 -.39133 .21587
makes the teacher to be punctual to duties
Equal variances assumed
.043 .836 -.105 1302 .916 -.00826 .07877 -.16280 .14627
Equal variances not assumed
-.102 31.401 .919 -.00826 .08081 -.17298 .15646
Help the principal to behave as a role model
Equal variances assumed
.485 .486 -.320 1302 .749 -.02777 .08675 -.19796 .14241
Equal variances not assumed
-.321 31.492 .750 -.02777 .08639 -.20385 .14831
153
Help the teacher and principal to avoid negative reactions
Equal variances assumed
.485 .486 .320 1302 .749 .02777 .08675 -.14241 .19796
Equal variances not assumed
.321 31.492 .750 .02777 .08639 -.14831 .20385
reduces quarrels between the teacher and principal
Equal variances assumed
.043 .836 -.105 1302 .916 -.00826 .07877 -.16280 .14627
Equal variances not assumed
-.102 31.401 .919 -.00826 .08081 -.17298 .15646
reduces the rate of truancy on the teacher, principal and students
Equal variances assumed
.158 .692 -.219 1302 .827 -.01951 .08913 -.19437 .15534
Equal variances not assumed
-.214 31.410 .832 -.01951 .09113 -.20528 .16626
Refines the character of the principal and teachers
Equal variances assumed
.528 .467 .237 1302 .812 .02407 .10143 -.17490 .22305
Equal variances not assumed
.221 31.275 .826 .02407 .10876 -.19767 .24581
Hypothesis 2
F Sig. t df Sig. (2-tailed)
Mean Differen
ce
Std. Error
Difference
95% Confidence Interval of the
Difference
Lower Upper
make the teachers have confidence on themselves
Equal variances assumed
.010 .919 .052 1302 .959 .00449 .08680 -.16579 .17476
Equal variances not assumed
.051 31.423 .960 .00449 .08837 -.17566 .18463
help the teacher improve in areas of weakness
Equal variances assumed
.479 .489 .361 1302 .718 .02628 .07278 -.11651 .16907
Equal variances not assumed
.341 31.306 .736 .02628 .07715 -.13102 .18357
help the teacher to work hard
Equal variances assumed
1.291 .256 -.182 1302 .856 -.01652 .09096 -.19496 .16192
Equal variances not assumed
-.179 31.433 .859 -.01652 .09231 -.20468 .17164
helps the teacher work with conscience towards perfection
Equal variances assumed
.259 .611 .382 1302 .703 .03454 .09050 -.14301 .21208
Equal variances not assumed
.374 31.418 .711 .03454 .09230 -.15361 .22268
help teachers to carry out adequate continuous assessment of their students
Equal variances assumed
.133 .715 -.186 1302 .853 -.01204 .06487 -.13931 .11523
Equal variances not assumed
-.177 31.343 .860 -.01204 .06789 -.15044 .12636
makes the teacher to search for more knowledge
Equal variances assumed
.001 .974 .017 1302 .987 .00150 .09051 -.17606 .17905
Equal variances not assumed
.016 31.431 .987 .00150 .09192 -.18588 .18887
154
gives the teacher a sense of job satisfaction
Equal variances assumed
.763 .383 .340 1302 .734 .03076 .09049 -.14676 .20828
Equal variances not assumed
.337 31.455 .738 .03076 .09117 -.15506 .21659
create urge for teachers to go for in-service-training, workshop and seminars
Equal variances assumed
1.559 .212 .514 1302 .607 .04579 .08910 -.12900 .22058
Equal variances not assumed
.518 31.502 .608 .04579 .08843 -.13445 .22603
makes the teacher to be focus on improvement of instruction strategies
Equal variances assumed
.557 .456 -.423 1302 .672 -.03674 .08683 -.20709 .13361
Equal variances not assumed
-.409 31.373 .686 -.03674 .08993 -.22007 .14658
makes the teacher to adopt the best method of teaching and learning
Equal variances assumed
.014 .905 .061 1302 .952 .00527 .08675 -.16492 .17546
Equal variances not assumed
.060 31.422 .953 .00527 .08837 -.17487 .18541
Hypothesis 3
F Sig. t df Sig. (2-tailed)
Mean Differen
ce
Std. Error
Difference
95% Confidence Interval of the
Difference
Lower Upper
reduces tension between the teacher and principal
Equal variances assumed
.470 .493 -.251 1302 .802 -.03226 .12873 -.28480 .22029
Equal variances not assumed
-.236 31.305 .815 -.03226 .13652 -.31058 .24607
foster smooth relationship between the teacher and the principal
Equal variances assumed
.861 .354 -.455 1302 .649 -.01802 .03959 -.09568 .05965
Equal variances not assumed
-.549 32.202 .587 -.01802 .03283 -.08488 .04885
bridges the communication gap between the principal and teacher
Equal variances assumed
.057 .811 -.117 1302 .907 -.00976 .08335 -.17328 .15376
Equal variances not assumed
-.116 31.459 .908 -.00976 .08386 -.18069 .16118
makes teacher ad principal see themselves as colleagues
Equal variances assumed
.444 .505 -.324 1302 .746 -.02101 .06487 -.14827 .10626
Equal variances not assumed
-.339 31.627 .737 -.02101 .06202 -.14739 .10538
removes master servant relationship between the principal and teacher
Equal variances assumed
.722 .396 -.400 1302 .689 -.06302 .15742 -.37185 .24580
Equal variances not assumed
-.378 31.306 .708 -.06302 .16689 -.40325 .27721
gives room for amicable settlement of matters between the principal and teacher
Equal variances assumed
.097 .756 -.095 1302 .925 -.01125 .11885 -.24440 .22190
Equal variances not assumed
-.097 31.558 .923 -.01125 .11596 -.24759 .22509
155
enhances flow of information between the teacher and principal
Equal variances assumed
.444 .505 .324 1302 .746 .02101 .06487 -.10626 .14827
Equal variances not assumed
.339 31.627 .737 .02101 .06202 -.10538 .14739
generate love between the teacher and the principal
Equal variances assumed
.010 .919 -.052 1302 .959 -.00449 .08680 -.17476 .16579
Equal variances not assumed
-.051 31.423 .960 -.00449 .08837 -.18463 .17566
helps the principal to discover peculiarities of teachers
Equal variances assumed
.057 .811 -.117 1302 .907 -.00976 .08335 -.17328 .15376
Equal variances not assumed
-.116 31.459 .908 -.00976 .08386 -.18069 .16118
helps the principal to understand the teachers problems.
Equal variances assumed
.444 .505 -.324 1302 .746 -.02101 .06487 -.14827 .10626
Equal variances not assumed
-.339 31.627 .737 -.02101 .06202 -.14739 .10538
Hypothesis 4
F Sig. t df Sig. (2-tailed)
Mean Differenc
e Std. Error Difference
95% Confidence Interval of the
Difference
Lower Upper
Help the principal and teachers work harmoniously
Equal variances assumed
.035 .851 .093 1302 .926 .00677 .07279 -.13603 .14956
Equal variances not assumed
.093 31.469 .927 .00677 .07300 -.14203 .15556
Help the teacher and the principal adopt good security measures
Equal variances assumed
.035 .851 .093 1302 .926 .00677 .07279 -.13603 .14956
Equal variances not assumed
.093 31.469 .927 .00677 .07300 -.14203 .15556
help the teacher, students and principal adopt good security measures
Equal variances assumed
.434 .510 -.315 1302 .753 -.02478 .07877 -.17931 .12975
Equal variances not assumed
-.321 31.539 .751 -.02478 .07730 -.18232 .13276
generates concentration on the principal, teachers and distraction is avoided
Equal variances assumed
.861 .354 -.455 1302 .649 -.01802 .03959 -.09568 .05965
Equal variances not assumed
-.549 32.202 .587 -.01802 .03283 -.08488 .04885
help the students to reject any environmental distraction
Equal variances assumed
.092 .762 -.143 1302 .886 -.02549 .17821 -.37510 .32411
Equal variances not assumed
-.142 31.448 .888 -.02549 .17997 -.39233 .34134
makes the students t o concentrate and be part of creating conducive atmosphere
Equal variances assumed
.014 .905 -.061 1302 .952 -.00527 .08675 -.17546 .16492
Equal variances not assumed
-.060 31.422 .953 -.00527 .08837 -.18541 .17487
156
Makes the principal to co-ordinate the security issues properly
Equal variances assumed
.001 .974 -.017 1302 .987 -.00150 .09051 -.17905 .17606
Equal variances not assumed
-.016 31.431 .987 -.00150 .09192 -.18887 .18588
is a weapon for creating and maintaining secured learning environment
Equal variances assumed
.014 .905 .061 1302 .952 .00527 .08675 -.16492 .17546
Equal variances not assumed
.060 31.422 .953 .00527 .08837 -.17487 .18541
directs principal interest towards working on the school environment to be a noiseless place
Equal variances assumed
.104 .747 -.152 1302 .879 -.01353 .08913 -.18839 .16133
Equal variances not assumed
-.150 31.449 .881 -.01353 .08998 -.19695 .16989
makes the teachers and principal to always seek for environmental security
Equal variances assumed
.861 .354 -.455 1302 .649 -.01802 .03959 -.09568 .05965
Equal variances not assumed
-.549 32.202 .587 -.01802 .03283 -.08488 .04885
Hypothesis 5
F Sig. t df Sig. (2-tailed)
Mean Differenc
e Std. Error Difference
95% Confidence Interval of the
Difference
Lower Upper
Create a better alternative for information to yield results
Equal variances assumed
.861 .354 .455 1302 .649 .01802 .03959 -.05965 .09568
Equal variances not assumed
.549 32.202 .587 .01802 .03283 -.04885 .08488
Help the teachers and students to achieve much academically
Equal variances assumed
.062 .803 .568 1302 .570 .06530 .11497 -.16025 .29086
Equal variances not assumed
.571 31.495 .572 .06530 .11436 -.16779 .29840
helps the teacher to explore on different information on instructional strategies
Equal variances assumed
.444 .505 -.324 1302 .746 -.02101 .06487 -.14827 .10626
Equal variances not assumed
-.339 31.627 .737 -.02101 .06202 -.14739 .10538
Create opportunity for positive academic achievement
Equal variances assumed
.717 .397 .199 1302 .843 .02706 .13631 -.24035 .29448
Equal variances not assumed
.185 31.278 .854 .02706 .14602 -.27063 .32476
Help the teacher and the principal to expose the students on best strategies on reading and learning
Equal variances assumed
.334 .563 -.193 1302 .847 -.02628 .13600 -.29307 .24052
Equal variances not assumed
-.201 31.615 .842 -.02628 .13046 -.29215 .23959
157
makes the teacher to be current on information on teaching and learning
Equal variances assumed
1.040 .308 .805 1302 .421 .11707 .14540 -.16817 .40232
Equal variances not assumed
.837 31.604 .409 .11707 .13993 -.16810 .40224
helps to update the teachers, the principal and students
Equal variances assumed
.104 .747 .152 1302 .879 .01353 .08913 -.16133 .18839
Equal variances not assumed
.150 31.449 .881 .01353 .08998 -.16989 .19695
makes the teacher to improve on student continuous assessment
Equal variances assumed
.092 .762 -.143 1302 .886 -.01275 .08910 -.18755 .16206
Equal variances not assumed
-.142 31.448 .888 -.01275 .08998 -.19616 .17067
help the teacher and principal to be dynamic and move with trends and innovations
Equal variances assumed
2.708 .100 -.692 1302 .489 -.06003 .08669 -.23010 .11004
Equal variances not assumed
-.715 31.583 .480 -.06003 .08395 -.23111 .11105