BACKGROUND OF THE STUDY
Due to a variety of causes ranging from social to political, technical, and economic, educational leadership in the modern day is undergoing tremendous shifts. Therefore, educational policymakers and administrators are confronted with the task of assuring the delivery of high-quality education that contributes to the achievement of educational goals and objectives (Dessler & Griffin 2022).
The role of communication in the leadership of human resources in school organizations, which has not been properly leveraged for successful human resource leadership, is emphasized here. To establish and disseminate the school’s mission, to develop a plan for achieving the school’s goals, to organise human and other resources in the most effective and efficient manner, to select, develop, and evaluate members, to lead, direct, motivate, and create an environment in which people want to contribute, as well as to control performance, communication is particularly important in schools (Hindi, Miller, & Catt 2022).
Communication encompasses all acts that one engages in while attempting to influence another person’s thinking. Organisations are social entities that assemble for production, bringing together individuals with diverse perspectives and expertise to achieve a shared objective. From a broader perspective, organizations strive to establish relationships with the external world and adapt to dynamic, competitive, and uncertain conditions by strategizing the information gained from their environment and transferred to the information processing centres of the organizations.
According to Hindi, Miller, & Catt (2022), effective and functioning communication systems are required for organizational and administrative operations within and outside the organization. Communication is a fundamental aspect of organizations in this scenario. Effective communication assists organizations in empowering their staff to achieve organizational objectives. A communication phenomena links individuals and groups within an organization.
Communication in modern organizations is not only complicated and diverse, but also more vital to the overall performance of the organization. Previously, the focus of research was on understanding how organizational communication varied by organisational type and structure. However, the emphasis has shifted to understanding how new communication technologies and capabilities can facilitate the development of new and more effective organisational forms and processes (Descantis & Fulk, 2019).
In contrast, communication style is crucial to social engagement. Consequently, the study of communication encompasses a vast array of academic areas. The communication style of an individual can be interpreted in several ways. In an effort to explain what communication entails, several scholars have provided a precise but somewhat limited definition. Hartley (2021), for instance, describes interpersonal communication as a meeting between two persons. Nevertheless, the majority of modern communication, particularly organizational communication, is neither face-to-face nor limited to two parties.
Furthermore, Hartley argues that interpersonal communication is more than just the transmission of messages between two parties. Instead, he emphasizes the formation and interchange of meaning (Dessler & Griffin 2022). This demonstrates a possible issue originating from the structural features of email communication. Section 1.3e analyzes whether e-mail communication can ever be classified as a conversation (in Hartley’s sense of producing shared meaning) or if it is restricted to the exchange of messages. Hartley’s focus on the co-creation of meaning, even in face-to-face encounters, may be an overly idealized conception of a dialogue. It must be acknowledged that the interchange and formation of meaning might be wholly unilateral, particularly when there are status and power inequalities between the communicators. To truly comprehend interpersonal communication, one must first adopt a much larger perspective. Psychological methods to communication tend to begin with the difference between verbal and non-verbal communication.(e.g. Cappella & Palmer, 2021).
If we wish to build successful, assertive communication skills, we must be able to identify the many communication styles and recognize the one we employ most frequently in our everyday encounters with friends, family, and coworkers. But how can we distinguish between the types, and is there a time and a place for each in certain circumstances?
Being assertive requires having respect for oneself and others. It is the capacity to communicate one’s thoughts and emotions in an open, honest, and straightforward manner (Dessler & Griffin 2022).
Being more forceful does not guarantee that you will always get your way, but it can assist you in reaching a compromise. And even if you do not get the desired result, you will have the satisfaction of knowing that you handled the matter correctly and that there are no hard feelings between you and the other person or persons involved. An administrator can utilize a variety of communication strategies inside an organization. There are passive, aggressive, passive-aggressive, and forceful styles among them (Cappella & Palmer, 2021).
An administrator created a practice of passive communication by avoiding expressing his ideas or sentiments, safeguarding his rights, and recognizing and addressing his requirements. Therefore, passive persons do not openly react to potentially detrimental or anger-inducing events. He permits others to intentionally or accidentally violate their rights.
An administrator’s aggressive communication style is one in which he expresses his views, ideas, and wants in a manner that infringes the rights of others. Aggressive communicators frequently want to exert dominance over others.
Passive-aggressive communication is a communication style in which administrators look passive on the surface but express their displeasure in a subtle, indirect, or behind-the-scenes manner. Passive-aggressive communicators frequently employ sarcasm to look cooperative while deliberately annoying and disrupting others.
Assertive communication is a style in which administrators communicate their thoughts and sentiments eloquently and advocate for their rights and wants without infringing on the rights of others (Dessler & Griffin 2022).
According to the literature reviewed, teachers’ job performance is measured through both curricular and extracurricular activities, including punctuality and absence, teaching mode, classroom leadership, students’ performance on external examinations, contribution to school life, and interpersonal relations. It is considered that employees will be driven to succeed if they are aware that their performance would result in compensation, advancement, acclaim, and recognition, among other rewards (Dessler & Griffin 2022).
STATEMENT OF THE PROBLEM
Communication is a vital instrument for every organization’s activities. It is also crucial to remember that the manner in which information is conveyed to a recipient may play a considerable impact in determining its efficacy. Ayatse (2022) noticed in his study that communication is required to create and convey the enterprise’s objectives. Because the talents and skills they possess will enable them to demonstrate work behaviors that are suitable and pertinent to the job. According to researchers like as Nijat & Murtazashvili (2019), the majority of school administrators gained positions of responsibility not due to their professional expertise, but due to their years of service, gender, and relationships with higher authority, among other factors.
In this sense, it is evident that such a school administrator will adopt a “fly-by-the-seat-of-their-pants” rather than a professional communication approach when communicating information to subordinates. In such circumstances, subordinates are constantly dissatisfied with the administrator’s general administrative style (Ayatse 2022).
According to certain schools of thinking, aggressive communication with subordinates would improve the effectiveness of an organization. Some other schools of thought argue that aggressive style, passive style, manipulative style, etc., if employed well, might be the magic that propels an organization to success (Ogbonnaya 2021).
One begins to question whether there exists a superior mode of communication. In what ways may a certain kind of communication enhance the performance of employees in secondary schools? These are the key tenets of this investigation.
OBJECTIVES OF THE STUDY
The primary objective of this study is to examine communication styles of principals and teachers’ job performance in junior secondary schools. Other aims of this study are:
i. To determine whether there is a relationship between principals communication styles and teachers job performance.
ii. To examine the different types of communication styles.
iii. To determine whether principals communication styles affects academic performance of students.
The following research questions will be answered in this study:
i. Is there a relationship between principals communication styles and teachers job performance?
ii. What are the different types of communication styles?
iii. Does principals communication styles affects academic performamce of students?
SIGNIFICANCE OF THE STUDY
The purpose of the study was to analyze the link between teachers’ communication styles and their work performance and to find areas where teachers’ communication styles may be improved. It would significantly assist future researchers and students. Due to their essential position in the educational business, the study would help teachers in terms of professional development.
The study would also aid school administrators and policymakers by assisting them in enhancing teachers’ communication style and work satisfaction.
Understanding the link between communication at work and enhanced performance will facilitate the development of amicable relationships with instructors, therefore enhancing their contribution to the educational industry’știinștiinștiin
It would also assist the government in recognizing the need for proper financial resources and the development of communication channels that facilitate the flow of information in order to inspire teachers in the sector. Knowing the importance of communication on teachers’ productivity would inspire instructors to participate in in-service training to enhance their abilities, which would greatly help students’ learning and teachers’ professional development.
Employers, such as the Federal/State Ministry of Education and other agencies, would also benefit greatly from the study’s suggestions, as they would enable them to attain higher levels of productivity and effectiveness in their administration. In addition, it is hoped that it will serve as a beneficial contribution to the current literature, particularly for future researchers who plan to do similar studies. They would use the results of this investigation as a point of reference.
SCOPE OF THE STUDY
Mainly, this study is focused on communication styles of principals and teachers’ job performance in junior secondary schools. Specifically, this study is focused on determining whether there is a relationship between principals communication styles and teachers job performance, examining the different types of communication styles and determining whether principals communication styles affects academic performamce of students.
Principals and teachers of selected secondary schools in Benin, Edo State will serve as enrolled participants for the survey of this study.
LIMITATIONS OF THE STUDY
Mainly, this study is limited to communication styles of principals and teachers’ job performance in junior secondary schools. Specifically, this study is limited to determining whether there is a relationship between principals communication styles and teachers job performance, examining the different types of communication styles and determining whether principals communication styles affects academic performamce of students.
Principals and teachers of selected secondary schools in Benin, Edo State will serve as enrolled participants for the survey of this study, thus the sample size was limited because only a few respondents were chosen to answer the research instrument, therefore the results cannot be generalized to other secondary schools outside the state.
DEFINITION OF TERMS
Communication styles: The habitual mode of interaction of an individual, variously typified (usually in the context of communication skills training and often in relation to personality types). For example: aggressive, passive-aggressive, passive, or assertive.
Principals: The most important or senior person in an organization or group.
Teachers: A teacher, also called a schoolteacher or formally an educator, is a person who helps students to acquire knowledge, competence or virtue. Informally the role of teacher may be taken on by anyone.