department of educational foundations · educational foundations with registration number...

1

EZENWEKWE, MABEL C.

PG/M.ED/08/48555

TEACHER-PRINCIPAL COMMUNICATION PATTERNS AS CORRELATES OF

EFFECTIVE SCHOOL ADMINISTRATION IN PUBLIC SECONDARY

SCHOOLS IN ONITSHA EDUCATION ZONE OF ANAMBRA STATE

FACULTY OF EDUCATION

DEPARTMENT OF EDUCATIONAL

FOUNDATIONS

Ameh Joseph Jnr

Digitally Signed by: Content manager’s Name

DN : CN = Webmaster’s name

O= University of Nigeria, Nsukka

OU = Innovation Centre

2

TEACHER-PRINCIPAL COMMUNICATION PATTERNS

AS CORRELATES OF EFFECTIVE SCHOOL

ADMINISTRATION IN PUBLIC SECONDARY

SCHOOLS IN ONITSHA EDUCATION ZONE OF

ANAMBRA STATE

BY

EZENWEKWE, MABEL C.

PG/M.ED/08/48555

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

UNIVERSITY OF NIGERIA, NSUKKA

SUPERVISOR: DR. (MRS) CHIAHA, G. T. U.

FEBRUARY, 2013

3

TITLE PAGE

TEACHER-PRINCIPAL COMMUNICATION PATTERNS

AS CORRELATES OF EFFECTIVE SCHOOL

ADMINISTRATION IN PUBLIC SECONDARY

SCHOOLS IN ONITSHA EDUCATION ZONE

OF ANAMBRA STATE

BY

EZENWEKWE, MABEL C.

PG/M.ED/08/48555

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

UNIVERSITY OF NIGERIA, NSUKKA

FEBRUARY, 2013

i

4

APPROVAL PAGE

THIS PROJET WORK HAS BEEN APPROVED FOR THE DEPARTMENT

OF EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA,

NSUKKA

BY

________________ __________________

Dr. Chiaha, G.T.U DR. D.U. Ngwoke

Supervisor Head of Department

________________ ____________________

Dr. S. C. Ugwuoke Prof. G. C. Unachukwu

Internal Examiner External Examiner

____________________

Prof. I. C. S. Ifelunni

Dean Faculty of Education

ii

5

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)

.

iii

6

DEDICATION

This work is dedicated to Almighty God for his divine protection throughout

the period of this programme.

iv

7

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.

v

8

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

vi

9

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

vii

10

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


of teachers and principals with regards to inclusive communication pattern

as a correlate to teachers professional performance 79


of principals and teachers with regards to two ways communication pattern as

a correlate to peaceful interpersonal relationship of principals and teachers 80


of principals and teachers with regards to result driven communication pattern

as a correlate to secured learning environment in secondary schools 81

viii

11

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

ix

12

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


and teachers with regards to the extent result driven communication pattern

correlates to secured learning environment in secondary schools 81


and teachers with regards to the extent regards to multichannel communication

pattern correlate to students academic achievement in secondary schools 82

x

13

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.

xi

14

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;

1

15

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).

16

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

17

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

18

pattern, result driven communication pattern and multichannel 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.

19

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

20

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

21

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.

22

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,

23

teachers and students to distinguish their roles may be viewed as gender

differences.

Gender is a critical issue to individuals, families and societies. This informed

the reason why Anyakoha, (1998) viewed gender as one of the vital issues that

pose challenges and threat to individuals, family and society. Keller (1999)

explained that gender is a social construct developed by the society to distinguish

the roles, behaviours, mental and emotional characteristics between males and

females. In light of the above, gender could be seem as varied socially and

culturally constructed roles, qualities, behaviour that is ascribed to male and female

by different societies. According to United Nations International Children’s

Education Fund (UNICEF, 1998) males are intellectually and physically superior

to females, and they achieve a higher level in an intellectually and physically

demand area such as communication patterns.

With particular reference to secondary school administration, Nwabadi

(2004) maintained that effective administration can never be achieved without

effective communication between the actors like the principals, head teachers and

other teachers. This implies that in secondary schools, the bedrock of effective

administration is conceived as only the role of the principals and head teachers.

This informed the reason why Mbaji (2012) submitted that secondary schools have

suffered huge losses as a result of systemic social disintegration. The researcher

24

further stated that teachers show negative attitudes to their duties. Many student

exhibit nonchalant attitudes toward their studies, they involve themselves in

truancy, criminal act like stealing, cultism, exam malpractice and the rest of them.

According to Mbaji, this unhealthy incident is responsible for ineffectiveness in

secondary school administration.

Considering the ineffectiveness in the secondary school administration

especially in Onitsha education zone, one begins to wonder what might be the

reason. Again looking at the impact of effective communication patterns on

teachers and principals who are the key actors in the secondary schools one

wonders if such communication patterns are in existence in the schools in Onitsha

education zone. Nwagwu (2003) lamented that the prevailing circumstances

surrounding educational practice in Nigeria ranging from crisis of poor academic

achievement, crisis of examination malpractice, crisis of indiscipline among staff

and students, established cases of educated illiterates, crisis in curriculum policies

and activities, crisis of demand and expectation appear to have posed some doubts

on the worthwhileness of Nigeria’s secondary education system. The situation

described above may or may not be quite different in Onitsha education zone

where there are many secondary schools situated in both rural and urban

communities. These abnormalities therefore, aroused the interest of the researcher

to investigate whether teacher-principal communication patterns is a correlate of

25

effective school administration in public secondary schools in Onitsha education

zone of Anambra State.

Statement of the Problem

In most secondary schools today, what is found is ineffectiveness in

administration. Ineffectiveness in school administration has become a topic of

discussion in television programmes, radio, newspapers, churches, social

organizations and society at large. Among the issues in question are; mass failures

of students in most external examinations, the high rate of indiscipline in the

school system, the unsecured learning environment, poor professional performance

on the side of teachers among others. This ineffectiveness in secondary school

administration is characterized by high rate of indiscipline on the part of teachers

and the students. The teachers show negative attitudes to their duties. Many student

exhibit nonchalant attitudes toward their studies, they involve themselves in

truancy, criminal act like stealing, cultism, exam malpractice and the rest of them.

These unhealthy incidents appear to be responsible for ineffectiveness in secondary

school administration.

Considering the ineffectiveness in the secondary school administration

especially in Onitsha education zone, one begins to wonder what might be the

reason. Again looking at the impact of effective communication patterns on

teachers and principals who are the key actors in the secondary schools one

26

wonders if such communication patterns are in existence in the schools in Onitsha

education zone. This had led to the search for the possible cause and solutions of

the problem. Having gone through the importance of effective communication

patterns in effective school administration which includes sound discipline,

positive professional performance of the teachers, secured learning environment,

students good academic achievements and peaceful interpersonal relationship

between the principal and teachers. Against these back drops, the researcher found

it necessary to investigate the communication patterns existing in these schools

with a view to find out whether teacher-principal communication patterns is a

correlate of effective school administration in public secondary schools in Onitsha

education zone of Anambra State. Put in question form, to what extent does

teacher-principal communication patterns correlates with effective school

administration in public secondary schools in Onitsha education zone of Anambra

State.

Purpose of the Study

The general purpose of this study focused on teacher-principal

communication patterns as correlates of effective school administration in public

secondary schools in Onitsha education zone of Anambra State. Specifically, the

study examined:

27

1. the relationship between open communication pattern and discipline in

secondary school.

2. the relationship between inclusive communication pattern and teachers

professional performance.

3. the relationship between two way communication pattern and peaceful

interpersonal relationship of principals and teachers

4. the relationship between result driven communication pattern and secured

learning environment in secondary schools.

5. the relationship between multichannel communication pattern and students

academic achievement in secondary schools.

Significance of the Study

The benefits that accrued from this study are of both theoretical and practical

significance. Theoretically, the findings of the study validated and also added

body of knowledge to Human relations theory, Systems theory and Integration

mechanisms theory. This is because the kind of interaction that occurs in the

theories is a typical form of social interaction that exists between the principals,

teachers and students in secondary schools. For the overall determination of

policies, setting of major objectives, the identification of general purposes and

lying down of broad programmes and projects to be successful, especially in

producing a strong or favorable impression on students in secondary schools. The

28

principals, teachers and students must communicate effectively. The principal must

have the capacity to relate and exchange ideas with the teachers and students.

Practically, the findings of the study when published and presented in

seminars/workshops or conferences will be beneficial to the stakeholders in

education namely; the government, principals, teachers, students, the school

administrators, ministry of education, educational policy makes and future

researchers.

The results of the study will be beneficial to government through the

Ministry of Education, post primary school education boards and other organs of

Government. It is expected to find out the relationship that exists between inclusive

communication pattern and teachers professional performances in secondary

schools. It is also expected to highlight the current state of inclusive

communication pattern and teachers professional performances in secondary

schools. Such information will be necessary in guiding the government in

formulating policies and objectives to improve and sustain the secondary schools

in Nigeria.

The findings of this research will also be beneficial to the secondary school

principals in organizing workshops and seminars for teachers and students.

Incidents of communication pattern and peaceful interpersonal relationship of

principals, teachers and students will be highlighted. This will guide the school

29

principals to maintain peaceful interpersonal relationship between staff for

effective schools administration in secondary schools.

The results of the research will further be of benefit to secondary school

teachers. This study will create awareness among teachers on the need for teacher-

principal communication pattern for effective school administration. The study will

also inform the secondary school teachers of the need for effective communication

pattern for effective school administration, like discipline, substantial academic

achievements, on the part of the teachers, the principal and the students.

The benefit of the study to students is that, it is hoped that students will be

enlightened about communication patterns and how it determines their academic

achievement. This will inform and equip them to communication and enjoy

stimulating learning environment supported by staff and community relationship

both inside and outside the classroom.

The findings of this research will also be of benefit to schools

administrators. The result will informed them of how the principals could have

more communication patterns with the teachers that can enhance effective school

administration including discipline, improved professional performance, teachers

principal peaceful interpersonal relationship, secured learning environment,

students academic achievement’s in the secondary.

30

It will be beneficial to the state ministry of education by enabling them to

become aware of the expected teacher-principal communication pattern that is

responsible for the ineffective school administration. This study will enable them

to understand the types of communication patterns between the teachers and the

principals that can bring about effective school administration in secondary schools

To the educational policy makers, they will from the findings of this study

be in the better position to formulate appropriate policies on effective teacher

principal communication pattern for effective secondary school administration.

Also it will give them insight into the short comings of communication patterns

between the teachers and the principals.

Finally if the finding is published in a widely circulated journal, further

researchers who may desire to carryout studies relating to the study will equally

benefit from this research work because; it will provide them direction on the

guidelines for their study and indeed serve as an additional reference material for

further studies.

31

Scope of the Study

The geographical scope of this study covered all the public secondary

schools in Onitsha education zone of Anambra State. The content scope focused on

the relationship between open communication pattern and discipline in secondary

school; relationship between inclusive communication pattern and teachers

professional performance, relationship between two way communication pattern

and peaceful interpersonal relationship of principals and teachers, relationship

between result driven communication pattern and secured learning environment in

secondary schools and relationship between multichannel communication pattern

and students academic achievement in secondary schools.

Research Questions

The following research questions were formulated to guide this study.

1. To what extent does open communication pattern correlates with discipline

in secondary school?

2. To what extent does inclusive communication pattern correlates with

teachers professional performance?

3. To what extent does two ways communication pattern correlates with

peaceful interpersonal relationship of principals and teachers?

4. To what extent does result driven communication pattern correlates with

secured learning environment in secondary schools?

32

5. To what extent does multichannel communication pattern correlates with

students academic achievement in secondary schools?

Research Hypotheses

To guide the study, the following hypotheses are formulated and tested at

0.05 level of significance.

1. There is no significant difference between the mean ratings of teachers and

principals with regards to open communication pattern as a correlate to

discipline in secondary schools.


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.


teachers with regards to result driven communication pattern as a correlate to

secured learning environment in secondary schools


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.


� Concept of Communication

� Concept of Communication Patterns

� Concept of School Administration

� Concept Effective Administration.

� Communication Pattern and Effective School Administration.


� 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


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 multichannel communication

pattern. According to Ligh, an open communication pattern is one in which all


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


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


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


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

60

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.

62

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

63

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


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.

71

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

72

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.

75

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.

62

76

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

78

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

79

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.

80

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

81

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

82

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


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


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


83

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

84

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


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


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


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


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


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


current on information on


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


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



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


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



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



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


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



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


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


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



95

pattern correlates to secured learning environment in secondary schools with the


(3.16) respondents.

Hypothesis 5


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


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



96

pattern correlates to students academic achievement in secondary schools with the


(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’


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.


principals with regards to the extent open communication pattern correlates

to discipline in secondary schools.

97








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


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


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.


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


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


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


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


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, 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


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


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







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


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’


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


targeted goals. Equally, the findings of the study confirm that multichannel







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


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’


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

REFERENCE

Afe, J. O., Ezeonu, N. L. & Edozie, G. C. (2004). Basic guide to teaching practice.

Onitsha: West and Solomon Publishing co. Ltd.

Akam, C. N. (1995). A survey of staff personnel services in secondary schools: The

case of Aba Education Zone of Abia State. Unpublished M.ED Thesis,

Department of Educational Foundations, University of Nigeria, Nsukka.

Ali, A. (2006). Conducting research in education and social sciences. Enugu:

Tiana Ventures and Tashiwa Networks Ltd.

Alvesson, M. & Karreman, D. (2000). Taking the linguistic turn in organizational

research: Challenges, responses, consequences', The Journal of Applied

Behavioural Science, 36(2): 136- 158.

Alvesson, M. & Karretnan, D. (2000). ‘Varieties of discourse: On the study of

organizations through discourse analysis’, Human Relations Journal, 53(9):

1125-1149.

Alvesson, M. & Skoldberg, K. (2000). Reflexive Methodology. London. Sage

Alvesson, M. & Svcningsson, S. (2003). The great disappearing act. difficulties in

doing "leadership”, The leadership Quarterly, 14(3): 359-381.

Alvesson, M. & Sveningsson, S. (2003) Managers Doing Leadership: The Extra-

ordinarization of the Mundane. Luud: Lund Institute of Economic Research,

School of Economics and Managements

Alvesson, M. (1996). Leadership Studies: From procedure and abstraction to

reflexivity and situation’. The Leadership Quarterly, 7 (94), 455 – 485

Anyakoha, E.U. (1998). Gender Issues, Roles and Gaps: Addressing Gender in

Education and Roles of Teachers. Paper presented at a Two-day Workshop on

“Gender awareness and Sensitization of Secondary School Teachers on Harmful

Traditional Practices. Organized by the United Nations Children’s Fund

(UNICEF) in Collaboration with Society for the Welfare of Women Prisoners

(SWEWP) at Royal Palace Hotel Enugu, 21st – 23

rd September.

122

Barth, R. (1990). Improving schools from within. Sail Francisco, CA. Jossey-Bass.

Bass M. B. (1998). Transformational leadership: industry military and educational

impact. Lawlence: Erlbann Association

Blasé, J. & J, B. (1998). Handbook of instructional leadership Thousand

Oaks, CA: Sage

Blase, J. R, & Blase, J. (2003). Breaking the silence overcoming the problem of

principal mistreatment of teachers. California: Corwin Press.

Blase, J. R., & Blase, J. (2001). Empowering principals what successful principals

do. California: Corwin Press.

Blase', J., & Anderson, G.L. (1995). The micro-politics of educational leadership.

New York: Teachers College Press.

Blase, J., & Blase. G.L. (2002). The dark side of leadership: Teacher

perspectives of principal mistreatment. Educational Administration

Quarterly. 38 (5) 67- 71

Blase, J., & Blase, J. (2002). The dark side of leadership: Teacher perspectives of

principal mistreatment. Educational Administration Quarterly, 38(5), 671-727

Blase, J., Joseph, & Blase, F. D. (2008) "The mistreated teacher: a national study.

Journal of Educational Administration, 46 Iss: 3, (12) 263-301

Blase. J., & Anderson, G. (1995). The micropolitics of educational leadership. New

York: Teachers College Press.

Church, S. (1996). The future of whole language. Reconstruction or self

destruction? Portsmouth, NH: Heinemann.

Cotton, K. (2003). Principals and student achievement: What the research says.

Alexandria, VA: Association.

Deal, T., & Peterson, K. (1990). The principal's role in shaping school culture.

Waslungton, D.C: U.S. Department of Education

123

Deetz, S. (2001). Conceptual foundations In F.M. Jablin & L. Putnam (eds). The

New Handbook of Organizational Communication: Advances in Theory,

Research, and Methods, Thousand Oaks, CA: SAGE. NEW

Egboka, P. N. (2007). Appraisal of job design and assignment by secondary school

administrators in Anambra State. Nigeria Journal of Educational Management

6(1), 173 – 182.

Encarta, M. (2010). Microsoft encarta premium. United States of America:

Microsoft Corporation.

Federal Government of Nigeria, (2004). (4th ed.). National policy on education.

Lagos: NERDC Press.

Goldhaber, G. M. (1993). Organizational Communication, 6th edn. Madison, WI:

Brown & Benchmark.

Guy, H. (2011). Communication Skills.

http://recoveringengineer.com/category/communicalion-skills

Halawah, I. (2005). The relationship between effective communication of high

school principal and school climate. Journal of Educational Administration,

126(2), 334-345.

Halverson, R. (2007). How leaders use artifacts to structure professional

community. In L. Stoll & K. S. Louis (eds) Professional learning Communities

Divergence, Depth and

Harris, D. N. & Tim, R. S. (2011). ‘Teacher Training, Teacher Quality and Student

Achievement.” Journal of Public Economics 8 (95), 798-812.

Harris, D. N. (2011). Value-Added Measures in Education. Cambridge, MA:

Harvard Education Press

Henk, W.A, & Moore, J.C. (1992). Facilitating change in school literacy

curricula: From statewide initiatives to district level implementation. Journal

of Reading, 37, (8) 558-562.

124

Hoy, W. K. & Miskel, C. G. (1987). Educational administration theory, research

and practice. New York: Random House.

Hoy, W.K..,& Miskcl. C.G. (2008). Educational administration: Theory, research,

and practice. 8lh.ed. Boston: McGrawHill.

http.V/www.educationalleaders.govt.nz./Pedagogy-and assessment /Building-

effective-learning environments/School - Leadership-and-Student-Outcomes

lion.

Keller, E. F. (1999). Gender and Science. In Hegen Therney (Ed.). Women’s

Studies Encyclopaedia. New York: Peter Bedrick Books.

Leithwood, J., & Jantzi, D. (2000). The effects of transformational leadership on

organizational conditions and student engagement. Journal of Educational

Administration, 38(2), 112-139. http://dx.doi.org/10.1108/09578230010320064

Leithwood, K. & Riehl, C. (2005). What do we already know about educational

leadership? In C. A. Firestone & C. Riehl (cds) A New Agendo for Research in

bxiu rational leadership, pp. 12-27. New York: Teachers College Press.

Leithwood, K. (2006). The 2005 Willow family lecture: leadership according to the

evidence. Leadership and Policy in Schools, 5(3), 177-202.

Leithwood, K., Begley, P., & Cousins, J. (1994). Developing expert leadership for

future schools. London: Falmer.

Leithwood. K., and Jantzi, D. (1990). Transformational leadership: How principals

can help reform school climates. School Effectiveness and School improvement,

I (4), 249-280.

Mbaji, I.N. (2012). Aristotle theory of education: its application to secondary

schools in Nnewi Education zone of Anambra State. Unpublished M.ed. Thesis

Department of Educational Foundations, University of Nigeria, Nsukka.

Mgbodile, T. (2003). Fundamentals in educational administration and planning.

University of Nigeria, Nsukka: Magnet Business Enterprises.

125

Nakpodia, E.D. (2011). Principals and teachers’ perceptions of communication and

human resources management and their compliance with culture in Nigerian

educational system. Journal of Language and Culture. 2(5), 82-90.

Nwagwu, N. A. (2003). Crisis in the Nigerian education system in the world

council for curriculum and instruction (WCCI) Nigerian chapter. 2nd

Biennial

Seminar Lecture.

Nwogbo, V. N. (2007). Ways to promote quality administrations in secondary

schools in Anambra State. An unpublished Ph.D thesis, Nnamdi Azikiwe

University, Awka: Department of Educational Management and Policy.

Nwogwu, B.G. (2005). Educational research; basic issues and methodology.

Ibadan; Wisdom Publishers Limited.

Oboegbulem, A. (2004). Pupil personnel administration In T.O Mgbodile (ed)

(2004), fundamentals in educational administration and planning (Pp 165 –

171) Enugu: Magnet Business Enterprises.

Olga, E. (2001). What is transformational leadership? Institute work Psychology

(IWP) University of Sheffield: Sheffield England.

Robinson, V., Hohepa, M., & Lloyd, C. (2009). School Leadership and Student

Outcomes. Identifying what works and why. Best Evidence Synthesis Iteration

(BES). Wellington:

Sambe, J.A. (2005). Introduction to Mass Communication Practice in Nigeria,

Ibadan: Spectrum Books Limited

SEDL, (2012). Leadership Characteristics that Facilitate School Change

http://www.sedl.org/change/leadersliip/cliaracter.html

Sergiovanni, T. J. (1990). Value-added leadership: How to get extraordinary

performance in schools. New York. Harcourt Brace Jovanovicli, Publishers.

Sergiovanni, T. J. (1992). Why we should seek substitutes for leadership.

Educational Leadership, 49(5), 41-45.

126

Sergiovanni, T. J. (2001). The Principalship: A reflective practice perspective (4th

ed ). Needham Heights, MA: Allyn & Bacon.

Sergiovanni, T. J. (2004). Balance individual autonomy and collaboration to center

on students. Education Digest, 70(3), 17-23.

Sergiovanni, T. J., & Starratt, R. J. (1988). Supervision human perspectives (4tli

ed.). New York, NY: McGraw-Hill Book Company

Sergiovanni, T. J., & Sun tall, R. J. (1971). Emerging patterns of supervision:

Human perspectives. New York, NY: McGraw-Hill Book Company

Sergiovanni, T. J., Burlingame, M., Coombs, F. S., Thurston, P. W. (1987).

Educational governance and administration. Englewood Clift’s, NJ: Prentice-

Hall

Sergkrvanni, T. J., & Corbally, J. E. (Eds.). (1984). Leadership and organizational

culture. Urbana & Chicago: University of Illinois Press.

Thomson, M. (2004). Transformational leadership: a short primes to women and

leaders. http://ww.wisely.com; 356 changing minds.Org.book htm learning to

share the vision. Organizational Dynamics (Winter)

UNICEF, (1998). Gender and Development Awareness and Sensitization in

Nigeria. Nsukka: Afro-orbis Publication Ltd.

Walmsley, S. A., & Adams, E.L. (1993). Realities of whole language, Language

Arts, 79, 272

Wanzer, M. B., Booth-Butterfield, M., & Booth-Butterfield, S. (1995). The funny

people: A source orientation to the communication of humor. Communication

Quarterly, 43, 142-154.

Waters. T.. Marzano, R., & McNulty', B. (2004). Leadership that sparks learning.

Educational Leadership. 61(7), 48-52.

Weindling, D. (1989). The process of school improvement School Organization. 9,

8 (1), 53-57

127

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


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:


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


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


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


N %


Excludeda 0 .0

Total 20 100.0


Cronbach's

Alpha N of Items

0.96 10

136

Reliability Co-Efficient for Cluster C


N %


Excludeda 0 .0

Total 20 100.0


Cronbach's

Alpha N of Items

0.88 10

Reliability Co-Efficient for Cluster D Case Processing Summary

N %


Excludeda 0 .0

Total 20 100.0


Cronbach's

Alpha N of Items

0.96 10

Reliability Co-Efficient for Cluster E Case Processing Summary

N %


Excludeda 0 .0

Total 20 100.0

137


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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.


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


Equal variances assumed

.485 .486 -.320 1302 .749 -.02777 .08675 -.19796 .14241

Equal variances not assumed

-.321 31.492 .750 -.02777 .08639 -.20385 .14831



.485 .486 .320 1302 .749 .02777 .08675 -.14241 .19796


.321 31.492 .750 .02777 .08639 -.14831 .20385



.485 .486 .320 1302 .749 .02777 .08675 -.14241 .19796


.321 31.492 .750 .02777 .08639 -.14831 .20385



.186 .667 -.628 1302 .530 -.08773 .13963 -.36166 .18620


-.589 31.290 .560 -.08773 .14891 -.39133 .21587



.043 .836 -.105 1302 .916 -.00826 .07877 -.16280 .14627


-.102 31.401 .919 -.00826 .08081 -.17298 .15646



.485 .486 -.320 1302 .749 -.02777 .08675 -.19796 .14241


-.321 31.492 .750 -.02777 .08639 -.20385 .14831

153



.485 .486 .320 1302 .749 .02777 .08675 -.14241 .19796


.321 31.492 .750 .02777 .08639 -.14831 .20385



.043 .836 -.105 1302 .916 -.00826 .07877 -.16280 .14627


-.102 31.401 .919 -.00826 .08081 -.17298 .15646



.158 .692 -.219 1302 .827 -.01951 .08913 -.19437 .15534


-.214 31.410 .832 -.01951 .09113 -.20528 .16626



.528 .467 .237 1302 .812 .02407 .10143 -.17490 .22305


.221 31.275 .826 .02407 .10876 -.19767 .24581

Hypothesis 2


Mean Differen

ce

Std. Error

Difference


Difference

Lower Upper



.010 .919 .052 1302 .959 .00449 .08680 -.16579 .17476


.051 31.423 .960 .00449 .08837 -.17566 .18463



.479 .489 .361 1302 .718 .02628 .07278 -.11651 .16907


.341 31.306 .736 .02628 .07715 -.13102 .18357

help the teacher to work hard


1.291 .256 -.182 1302 .856 -.01652 .09096 -.19496 .16192


-.179 31.433 .859 -.01652 .09231 -.20468 .17164



.259 .611 .382 1302 .703 .03454 .09050 -.14301 .21208


.374 31.418 .711 .03454 .09230 -.15361 .22268



.133 .715 -.186 1302 .853 -.01204 .06487 -.13931 .11523


-.177 31.343 .860 -.01204 .06789 -.15044 .12636



.001 .974 .017 1302 .987 .00150 .09051 -.17606 .17905


.016 31.431 .987 .00150 .09192 -.18588 .18887

154



.763 .383 .340 1302 .734 .03076 .09049 -.14676 .20828


.337 31.455 .738 .03076 .09117 -.15506 .21659



1.559 .212 .514 1302 .607 .04579 .08910 -.12900 .22058


.518 31.502 .608 .04579 .08843 -.13445 .22603



.557 .456 -.423 1302 .672 -.03674 .08683 -.20709 .13361


-.409 31.373 .686 -.03674 .08993 -.22007 .14658



.014 .905 .061 1302 .952 .00527 .08675 -.16492 .17546


.060 31.422 .953 .00527 .08837 -.17487 .18541

Hypothesis 3


Mean Differen

ce

Std. Error

Difference


Difference

Lower Upper



.470 .493 -.251 1302 .802 -.03226 .12873 -.28480 .22029


-.236 31.305 .815 -.03226 .13652 -.31058 .24607



.861 .354 -.455 1302 .649 -.01802 .03959 -.09568 .05965


-.549 32.202 .587 -.01802 .03283 -.08488 .04885

bridges the communication gap between the principal and teacher


.057 .811 -.117 1302 .907 -.00976 .08335 -.17328 .15376


-.116 31.459 .908 -.00976 .08386 -.18069 .16118



.444 .505 -.324 1302 .746 -.02101 .06487 -.14827 .10626


-.339 31.627 .737 -.02101 .06202 -.14739 .10538



.722 .396 -.400 1302 .689 -.06302 .15742 -.37185 .24580


-.378 31.306 .708 -.06302 .16689 -.40325 .27721



.097 .756 -.095 1302 .925 -.01125 .11885 -.24440 .22190


-.097 31.558 .923 -.01125 .11596 -.24759 .22509

155



.444 .505 .324 1302 .746 .02101 .06487 -.10626 .14827


.339 31.627 .737 .02101 .06202 -.10538 .14739



.010 .919 -.052 1302 .959 -.00449 .08680 -.17476 .16579


-.051 31.423 .960 -.00449 .08837 -.18463 .17566



.057 .811 -.117 1302 .907 -.00976 .08335 -.17328 .15376


-.116 31.459 .908 -.00976 .08386 -.18069 .16118



.444 .505 -.324 1302 .746 -.02101 .06487 -.14827 .10626


-.339 31.627 .737 -.02101 .06202 -.14739 .10538

Hypothesis 4


Mean Differenc

e Std. Error Difference


Difference

Lower Upper



.035 .851 .093 1302 .926 .00677 .07279 -.13603 .14956


.093 31.469 .927 .00677 .07300 -.14203 .15556



.035 .851 .093 1302 .926 .00677 .07279 -.13603 .14956


.093 31.469 .927 .00677 .07300 -.14203 .15556



.434 .510 -.315 1302 .753 -.02478 .07877 -.17931 .12975


-.321 31.539 .751 -.02478 .07730 -.18232 .13276



.861 .354 -.455 1302 .649 -.01802 .03959 -.09568 .05965


-.549 32.202 .587 -.01802 .03283 -.08488 .04885



.092 .762 -.143 1302 .886 -.02549 .17821 -.37510 .32411


-.142 31.448 .888 -.02549 .17997 -.39233 .34134



.014 .905 -.061 1302 .952 -.00527 .08675 -.17546 .16492


-.060 31.422 .953 -.00527 .08837 -.18541 .17487

156



.001 .974 -.017 1302 .987 -.00150 .09051 -.17905 .17606


-.016 31.431 .987 -.00150 .09192 -.18887 .18588



.014 .905 .061 1302 .952 .00527 .08675 -.16492 .17546


.060 31.422 .953 .00527 .08837 -.17487 .18541

directs principal interest towards working on the school environment to be a noiseless place


.104 .747 -.152 1302 .879 -.01353 .08913 -.18839 .16133


-.150 31.449 .881 -.01353 .08998 -.19695 .16989



.861 .354 -.455 1302 .649 -.01802 .03959 -.09568 .05965


-.549 32.202 .587 -.01802 .03283 -.08488 .04885

Hypothesis 5


Mean Differenc

e Std. Error Difference


Difference

Lower Upper



.861 .354 .455 1302 .649 .01802 .03959 -.05965 .09568


.549 32.202 .587 .01802 .03283 -.04885 .08488



.062 .803 .568 1302 .570 .06530 .11497 -.16025 .29086


.571 31.495 .572 .06530 .11436 -.16779 .29840



.444 .505 -.324 1302 .746 -.02101 .06487 -.14827 .10626


-.339 31.627 .737 -.02101 .06202 -.14739 .10538



.717 .397 .199 1302 .843 .02706 .13631 -.24035 .29448


.185 31.278 .854 .02706 .14602 -.27063 .32476



.334 .563 -.193 1302 .847 -.02628 .13600 -.29307 .24052


-.201 31.615 .842 -.02628 .13046 -.29215 .23959

157



1.040 .308 .805 1302 .421 .11707 .14540 -.16817 .40232


.837 31.604 .409 .11707 .13993 -.16810 .40224



.104 .747 .152 1302 .879 .01353 .08913 -.16133 .18839


.150 31.449 .881 .01353 .08998 -.16989 .19695



.092 .762 -.143 1302 .886 -.01275 .08910 -.18755 .16206


-.142 31.448 .888 -.01275 .08998 -.19616 .17067



2.708 .100 -.692 1302 .489 -.06003 .08669 -.23010 .11004


-.715 31.583 .480 -.06003 .08395 -.23111 .11105

department of educational foundations · educational foundations with registration number...

Documents