The purpose of this study was to find out the extent to which principals’ communication strategies contributes to teachers’ work performance in secondary schools. The target population comprised of all teachers in public secondary schools in Ikenne Local Government Area of Ogun State. A self-administered questionnaire tagged ““Principal’s Communication Strategies and Teachers’ Job Performance (CSTJPQ)”” was used to collect data from a randomly selected 191 teachers. Descriptive analysis and inferential statistics (Multiple Regression Analysis and Pearson’s Product Moment Correlation Coefficient) was used to analyse the information generated from the questionnaire. The result shows that 24.7% of the variability observed in the teachers’ job performance was accounted for by the principals’ communication strategies. A positive significant relationship was found between principals’ communication strategies and teachers’ job performance in secondary schools (r = .603; p>.05). It was also found that socio-demographic variables (gender, marital status and qualification level) accounted for 22.1%, 15.2%, and 24.7% variability of teachers’ satisfactions’ level of principal communication strategies respectively. The most potent predictor of teachers’ satisfactions level on principal communication strategies among the predictor variables of the study was gender (β = .377; t = 8.851; p < .05), followed by academic qualification (β= .356; t = 7.576; p <.05), and lastly by marital status (β= .303; t = 5.991; p <.05).The paper concludes that assessing teacher performance in an academic institution is as important as assessing learning in pupils and students; and that teachers’ job performance to a large extent depends on factors like the principal communication strategies and resources.
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