Open and Aggressive Communication Patterns: Impacts on Administrative Performance of Principals in Ekiti State, Nigeria (Published)
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.
Keywords: Open Communication, administrative duties, aggressive communication, communication, communication patterns
Comparing Roles of Head Teachers in Developing Schools as Learning Organisations in the British and Saudi Arabian Education Systems (Published)
The main purpose of this study was to critically compare the roles of headteachers in the Saudi Arabian and British education systems particularly in relation to fostering effective schools and developing schools as learning organisations. These aims were achieved by using a positivism quantitative approach as it was deemed most suitable for this study. Survey questionnaires were primarily used as the method of data collection and questionnaires were administered to a total of forty participants (twenty teachers and twenty headteachers) from twenty different primary schools in Saudi Arabia and the United Kingdom. The findings established through this study showed that in relation to the similarities and differences in the roles that British and Saudi headteachers play towards the realisation of schools as learning organisations, a majority of headteachers in both the British and Saudi education systems proactively take up roles geared towards developing the school as a learning organisation. It was established that approximately 74% of headteachers in the Saudi education system and 90% of headteachers in the British education system proactively take up roles geared towards developing schools as learning organisations. Thus it was concluded that more headteachers in British primary schools take up roles geared towards developing schools as learning organisations than headteachers in Saudi primary schools. It is therefore recommended that headteachers especially those in the Saudi education system should be given more mandate, control and autonomy to take on roles that foster effective schools and develop schools as learning organisations.
Keywords: Collective Learning, Headteachers, Learning Organisations, Open Communication