SCHOOL ADMINISTRATORS’ VERBAL AND LISTENING COMMUNICATIONS AS CORRELATES OF TEACHERS’ JOB PERFORMANCE IN UNITY SCHOOLS IN SOUTH-SOUTH, NIGERIA.

The study was carried out to assess the extent to which school administrators’ verbal and listening communications correlate with teachers’ job performance in unity schools in South-South, Nigeria. A correlational design was adopted for the study. The research area was South-South Nigeria. The population of this study was 1,644 respondents which comprised all the 17 principals and 1,627 teachers of all the seventeen (17) unity schools of 2020/2021 academic session in South-South education zone, Nigeria. Simple random sampling technique was used to select a total of was 510 respondents which comprises of 50 teachers from the 10 selected unity secondary schools and 10 principals from each of the 10 selected unity secondary schools. The instruments for data collection were ‘School Communication of Administrators Questionnaire (SCAQ) and ‘Teacher Job Performance Questionnaire (TJPQ). The data obtained were analysed using Pearson Moment Correlation Coefficient. Linear Regression analysis (ANOVA) was used to test the null hypotheses at 0.05 level of significance. Conclusions made from the study states that on the overall that school administrators’ communication; (verbal and listening) to a high extent relate to teachers’ Job performance in unity secondary schools. This implies that communication of school administrators predicts teachers’ job performance. One of the recommendations made from the study was that school administrators should be trained on the use of verbal and listening communications in order to enhance teachers’ job performance, meaning that they should have a good command of spoken English and be eloquent in their speaking.