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COMMUNICATION
STYLE AND STAFF PERFORMANCE IN THE SELECTED SECONDARY SCHOOLS IN EDUCATION
ABSTRACT
The study
investigates communication style as a correlate for teachers’ job performance.
In doing this, the researcher sort into the types of principal communication
styles as related to their workers. Hence, four research purposes, questions
and hypotheses were postulated. A descriptive research design was adopted in
the study. The population for the study comprised of all the 627 teachers the
108 Junior Secondary Schools in Education District II of Lagos State. All the
public Junior Secondary schools were written in alphabetical order and 10 were
randomly selected and 10 teachers were selected using simple random sampling
technique. This gave a total of 100 teachers. A self-structured questionnaire
for teachers titled: “Communication style and teachers’ performance” (CSTP) was
form to elicit information and a face and content validity of the instrument
was tested by two experts in the department and the project supervisor. The
reliability of the study was tested using split half reliability method. The
result was confirmed has 0.76. Data collected were tested using PPMC
statistical tools at 0.05 significant levels. Therefore, hypothesis one which
says there is no significant relationship between aggressive communication
style and teachers job performance is rejected at r-tab of 0.195 against r-cal
of 0.214 as well as other hypotheses at
0.380, 0.325 and 0.389 respectively. Hence, the researcher suggests that
the Government should encourage principal to improve on the style of
communication with their staff thereby seeing them as colleague and not as
servant.
CHAPTER ONE
INTRODUCTION
Background
to the Study
Educational
leadership in contemporary time is witnessing dramatic changes, owing to
various factors ranging from social to political, technological and economic.
The educational policy makers and administrators are therefore faced with the
challenge of ensuring effectiveness in the delivery of qualitative education
towards the attainment of educational goals and objectives.
Educational
production like other forms of production demands human, material and financial
resources. The effective leadership of other resources is contingent upon the
proper leadership of human resources, which requires the establishment and
maintenance of effective communication system. The point to stress here is the
importance of communication in the leadership of human resources in school
organisation, which has not been fully utilized for effective human resource
leadership.
Communication
is particularly needed in a school to establish and disseminate the goal of the
school, to develop plan for the achievement of the school objectives, to
organise human and other resources in the most effective and efficient way, to
select, develop and appraise members, to lead, direct, motivate and create a
climate in which people want to contribute and to control performance.
Communication
covers all activities that an individual does when he wants to make a
transformation in someone else’s mind. Organisations are social units that
congregate for production, formed by individuals who have different views and
knowledge to reach a common goal. From a wider perspective, organisations are
not only in the efforts to provide inter-organisational cooperation and common
sense for production, they also try to establish relationships with the
external world and adapt dynamic, competitive and uncertain conditions by
strategizing the information they gained from their environment and transferred
to information processing centres of the organisations.
According to
Hindi, Miller, and Catt (2004) organisational and administrative activities in
and out of organisation require effective and functional communication system.
In this context, communication is a vital part of organisations. Effective
communication helps organisations to strengthen the employees to reach
organisational goals. Groups and individuals are connected to an organisation
with communication phenomenon.
Communication
in today’s organisations is not only complex and varied but more important to
overall organisational functioning and success. While research used to focus on
understanding how organisational communication varied by organisational type
and structure, the emphasis has increasingly turned to understanding how new
communication technologies and capabilities can help bring about new and more
effective organisational forms and process (Descantis & Fulk, 2009).
Communication
style on the other hand, is fundamental to social interaction. As such, the
study of communication is a huge area of research incorporating a wide range of
disciplines. An individual’s communication style can be understood in several
different ways. Some researchers, in attempting to clarify what is meant by
communication have proposed a tight but rather narrow definition. For example,
Hartley (2003) defines interpersonal communication as a face-to-face meeting
between two people. However, much of modern-day communication, especially
organisational communication, is neither face-to-face nor confined to two
people.
Hartley also
claims that interpersonal communication does not simply mean the exchange of
messages between two people. Instead, he focuses on the exchange and creation
of meaning. This highlights a potential problem arising from the structural
properties of e-mail communication. Section 1.3e examines the question of
whether e-mail communication can ever be classed as conversation (in Hartley’s
sense of creating shared meaning) or whether it is limited to the mere exchange
of messages. However, it may be that Hartley’s emphasis on the joint creation
of meaning, even in face-to-face meetings is a rather idealised notion of a
conversation. It must be recognised that the exchange and creation of meaning
may be entirely one-sided, especially when there are differences in status and
power between the communicators. In order to fully understand interpersonal
communication it is necessary to first take a much broader view. Psychological
approaches to communication tend to start with the distinction between verbal
and non-verbal communication (e.g. Cappella and Palmer, 2003).
Learning to
identify the different communication styles - and recognising which one we use
most often in our daily interactions with friends, family and colleagues - is
essential if we want to develop effective, assertive communication skills. But
how can we tell the difference between the styles, and is there a time and place
for each one in certain situations?
Being
assertive means respecting yourself and other people. It is the ability to
clearly express your thoughts and feelings through open, honest and direct
communication.
Becoming
more assertive does not mean that you will always get what you want but, it can
help you achieve a compromise. And even if you don't get the outcome you want,
you will have the satisfaction of knowing that you handled the situation well,
and that there are no ill feelings between you and the other person or people
involved in the discussion. There is various communication styles, an
administrator can use in an organisation. Some of these are passive,
aggressive, passive-aggressive and assertive styles.
Passive
communication is a style in which an administrator developed a pattern of
avoiding expressing his opinions or feelings, protecting his rights and
identifying and meeting his needs. As a result, passive individuals do not
respond overtly to harmful or anger –inducing situations. He allows others to deliberately of
inadvertently infringe on their rights.
Aggressive
communication style is a style in which an administrator expressed his feelings
and opinions and his needs in a way that violates the rights of others.
Aggressive communicators will often try to dominate others.
Passive-aggressive
communication is a style in which the administrators appear passive on surface
but are really acting out anger in subtle, indirect, or behind the scenes way.
Passive aggressive communicators will often use sarcasm appear cooperative
while purposely doing things to annoy and disrupt.
Assertive
communication is a style in which the administrators clearly state their
opinions and feelings, and firmly advocate for their rights and needs without
violating the rights of others.
Teachers'
job performance according to various literature reviewed is measured through
both curricular and co-curricular activities which include punctuality and
absence, teaching mode, classroom leadership, students achievement in external
examinations, contribution to school life and interpersonal relations. It is
believed that employees would be motivated to perform, if they are aware that
their performance would bring benefits such as pay, promotion, praise,
recognition etc. The waves of protests and strikes coupled with low morale
exhibited by teachers can best be managed if their salaries and other
conditions of service are favourable enough to meet individual needs.
Improvement of teachers' salaries and other conditions of service are a
promising way of increasing teachers' morale, making the profession more
attractive enhancing retention of teachers and improving quality of teaching
and learning.
Performance
is something, a single person does. Performance of the teachers in schools is
highly affected by motivation. Teachers are when motivated their performance
automatically reached towards high level. In schools teacher’s performance can
be mapped well through arranging training programs for the teachers and they
will get motivated and their confidences will also increases. Motivation has a
direct and positive effect on job performance when we properly account for
effort. Effort has a positive effect on job performance. It was difficult to
obtain support for the view that motivation has a significant effect on job
performance. Teachers’ Performance Dessler, Griffin (2005) explored that the
performance of a teachers’ is determined by three factors i.e. motivation, work
environment and ability to do work.
According to
Chandrasekar (2011) examined that the workplace environment impacts on
teachers’ morale, productivity and job performance both positively and
negatively. If the work place environment is not liked by the teachers’ so they
get de-motivated and their performance also affected. Poorly designed work
timings, unsuitable authorities or duties, lack of appreciation, and lack of
personal decision making opportunity. People working in such environment are
not satisfied they feel stress on themselves and it impacts on employee’s job
performance. Performance of teachers in all education system, the performance
of teachers is one of the handfuls of factors determining school effectiveness
and learning outcomes. Mohanty (2000) explains that teacher performance as the
most crucial input in the field of education. Teachers are perhaps the most
critical component of any system of education.
Statement of
the Problem
Communication
is a powerful tool in the operations of any organisation. It is also important
to note that the way information is translated to a receiver could also play a
significant role in determining the effectiveness of such information. Ayatse
(2005) in his study ‘observed that communication is needed to establish and
disseminate the goals of the enterprise. It is because the competencies and
skills they possess will enable them to exhibit work behaviours appropriate and
relevant to the performance of the job. Researchers such as Aarya Nijat and
Jennifer Murtazashvili (2015) propound that most of school administrators assumed
position of authorities not because of their professional training but by
virtue of their years of service, gender, relationships with higher authority,
among others.
In these
regard it is obvious that such school administrator will adopt “seat-of-the-pant”
style in disseminating information to their subordinates as against the
professional style of communication. In such situations subordinate are always
disenchanted with the general administrative style of the administrator.
Some schools
of thought are of the opinion that being assertive in communicating with
subordinate would make the organisation to function well. Some other schools of
thought also believe that aggressive style, passive, manipulative styles, etc
if better used could be the magic wanted that would take the organisation to
the berth of success.
One begins
to wonder whether there is any best style of communication. To what extent
could any style of communication facilitate staff performance in secondary
schools? All these are the thrust of this study.
Purpose of
the Study
1. To determine the relationship between
assertive communication style and teachers’ job performance in secondary
school.
2. To find out whether aggressive communication
style and teachers’ job performance are significantly related.
3. To ascertain if passive communication style
has any significant relationship with teachers’ jobs performance.
4. To establish the relationship between
passive-aggressive communication style and teachers’ job performance.
Research
Question
The
following questions were raised to guide the study:
1. Is there any relationship between assertive
communication style and teachers job performance in secondary school?
2. Is there any significant relationship
between aggressive communication style and teachers job performance?
3. What is the nature of relationship between
passive communication style and teachers job performance?
4. Is there any significant relationship
between passive-aggressive communication style and job performance?
Research
Hypotheses
The
following questions were developed to guide the study:
H01: There
is no significant relationship between aggressive communication style and
teachers job performance?
Ho2: There
is no significant relationship between assertive communication style and
teachers job performance?
Ho3: There
is no significant relationship between passive communication style and teachers
job performance?
Ho4: There
is no significant relationship between passive-aggressive communication style
and teachers job performance?
Significance
of the Study
The findings
of this study would be useful in the following areas:
The study
reflected the assessment of the relationship between communication styles and
teachers’ job performance and to identify possible area where such
communication styles could be more effective. It would go a long way to help
future researchers and students alike. The study would be of benefit to the
teachers in the aspect of staff development because of the crucial role they
play in the educational industry.
The study
would also be of benefit to school managers and policy makers as it would help
them to improve on communication style and job satisfaction among teachers.
The study
would be of benefit to all stakeholders in educational industry because
understanding the relationship between communication at work and improved
performance would enable cordial relationship with teachers to increase
productivity.
It would
also help the government to see the need for adequate financial provision, to
provide necessary communication medium that would help to foster ease passage
of information to motivate teachers in the industry. Knowing the importance of
communication on teachers’ productivity would encourage teachers for in-service
programme to improve their skills thereby be of great benefit to students’
learning and their professional growth.
The
recommendations of this study would also assist in no small way, the employers
of labour like the Federal/State Ministry of Education and other agencies in
their administration to achieve greater performance and efficiency. In addition,
it is hope that it would serve as a useful addition to the existing literature,
especially for other researchers who intend to investigate on similar topic.
They would find the outcome of this study a reference point.
Scope of the
Study
This study
covered all the Junior Secondary Schools in Somolu Local Government Area under
the District II of Lagos state. Somolu local government was chose suitable for
this study because of the number of junior secondary schools situated around
somolu axis that would enhance collection of necessary data for the study. This
study focused on the various communication styles like: aggressive, assertive,
permissive and manipulative communication style.
Limitation
of the Study
The study
would be faced with the following challenges:
· Insufficient fund to carry out the
study in large size
· Time frame allocated for the study
· Materials accessible for the study
among others
Definition
of Important Terms
The
following were operationally defined:
Communication:
this is the exchange of information, ideas and facts between two or more
people.
Staff: these
are all the employees in the schools system.
Organisational
Structure: this is a process of logically grouping activities, delineating
authority and responsibility and establishing work relationships will enable
both the organisation and members to realize their mutual objectives.
Assertive
style: is a style in which the administrators clearly state the opinion and
feeling and firmly advocate for their right and needs without violating the
right of others.
Passive
style: this style allows others to deliberately infringe on their right.
Passive-aggressive
style: this style use sarcasm appears cooperative why purposely doing thing to
annoy and disrupt.
Aggressive
style: this is a style in which the administrator tries to dominate others.
Performance:
is a systematic and purposeful quantification of work outcomes over a period of
time.
Leadership:
is the quality or responsibility of leading a group of people to achieve a
specific goal.
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