Open and Aggressive Communication Patterns: Impacts on Administrative Performance of Principals in Ekiti State, Nigeria

Abstract

This study was carried out mainly to investigate the impact of open and aggressive communication patterns on the performance of administrative duties by principals in public secondary schools in Ekiti State, Nigeria. Descriptive research design of correlational study was used for the study. The population for this study consisted of 203 public secondary schools and 7,538 teachers. Validated instruments entitled, ‘’Open and Aggressive Communication Patterns Questionnaire’’ (OACPQ) and ‘’Performance of Administrative Duties Questionnaire’’ (PADQ) were employed to collect data from the sample of 300 teachers. Multistage sampling procedure was used for the study. The first stage involved the use of simple random sampling technique to select two Local Government Areas from each of the three Senatorial Districts. The second stage involved the use of simple random sampling technique to select five public secondary schools from each of the six Local Government Areas. The third stage involved the use of simple random sampling technique to select 10 teachers from each of the 30 public secondary schools. The study revealed that the level of performance of administrative duties as well as the extent of the use of open and aggressive communication patterns by the principals in public secondary schools in Ekiti State were relatively moderate; there was significant positive relationship between open communication pattern and performance of administrative duties by the principals; and there was no relationship between aggressive communication pattern and performance of administrative duties by the principals. The level of performance of administrative duties and the extent of the use of open and aggressive communication patterns were moderate. Open communication pattern made significant contribution to the performance of administrative duties while aggressive communication pattern was unable to.