APPRAISAL OF ASSERTIVE AND INCLUSIVE COMMUNICATION STYLES OF HEAD- TEACHERS ON TEACHERS JOB PERFORMANCE IN PRIMARY SCHOOLS IN SABON GARI AREA OF KADUNA STATE

Abstract

The study explores the influence of head-teachers’ communication styles on teachers’ job performance in
primary schools in Sabon Gari area of Kaduna State. The study was set to achieve the following
objectives: determine influence of head-teachers’ assertive communication style on teachers job
performance in primary schools in Sabon Gari Local Government Area of Kaduna State; and assess
influence of head-teachers’ inclusive communication style on teachers job performance in primary
schools in Sabon Gari Local Government Area of Kaduna State. The study employed the use of
descriptive survey research design. The target population of the study was made up of 87 head-teachers,
1,850 teachers and 5 education officials in Sabon Gari Local Government, Kaduna State. A sample size
of nine (9) head-teacher, one hundred and eighty-five (185) teachers and five (5) education officials were
sampled from Sabon Gari Local Government, Kaduna State, making the total of one hundred and ninety-
nine (199) respondents, used in the study. The sample size of head-teachers and teachers represented
10% of the entire population while the entire number of education officials was used the way they are due
to the manageable size. The instrument titled “head-teachers’ communication styles questionnaire
(HCSQ) was used for data collection in the study. The validated instrument was pilot tested, the data
collected from the pilot study was analysed using Cronbach Alpha statistics and a reliability coefficient of
0.78 was obtained. The data collected in the study was analysed using descriptive statistics of frequency,
percentage, mean and standard deviation to answer the research questions, while ANOVA was used to
test the hypotheses at 0.05 level of significance. Findings revealed that head-teachers’ assertive
communication style, and inclusive communication style all had positive influence on teachers job
performance in primary schools in Sabon Gari Local Government Area of Kaduna State.
Recommendations made include that there should be constant in-service training for head-teachers on
positive verbal and non-verbal communication styles. This will equip the head-teachers with the essential
skills for guiding teachers with respect to their job performance.