Abstract:
The purpose of the study was to investigate ways of improving principal-teacher relationship for effective communication in secondary schools in Nsukka Education Zone. The study was guided by five purposes, five research questions and three null hypotheses. The literature was reviewed on conceptual framework, theoretical framework, review of related empirical studies and summary of literature review. Descriptive survey design was adopted for the study. The population of the study was 2056 respondents comprising of 58 principals and 1998 teachers. The sample was 458 respondents, made up of 58 principals, and 400 teachers. The instrument for data collection was a 51-item questionnaire developed by the researcher. The instrument was validated by three experts and the reliability of the instrument was ascertain using Cronbach’s Alpha and reliability index was 0.95. Mean scores and standard deviations were used to answer the research questions while the null hypotheses were tested using t-test statistic at 0.05 level of significance. The result of the study among others showed that; the communication patterns employed in secondary schools in Nsukka Education zone to a great extent include phone calls, memos, notice boards, text messages, and through heads of departments. Result also showed that downward communication is more often used by principals and teachers. It was recommended among other things that Principal-teacher relationship will greatly improve if information is given at intervals, if roles are clearly defined, if principals see teachers as partners in progress and if principals adopt democratic style of leadership.
