SCHOOL ADMINISTRATORS’ ELECTRONIC AND FEEDBACK COMMUNICATIONS AS DETERMINANTS OF TEACHERS’ JOB PERFORMANCE IN UNITY SCHOOLS IN SOUTH-SOUTH, NIGERIA

The study was carried out to assess school administrators’ electronic and feedback communications as determinants of 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 comprise 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 comprised 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 the findings show that the use of electronic communication and feedback communication has significant relationship with teachers’ performance. It improves quality instruction, provides teachers with efficient and effective tools to take care of students individual differences. One of the recommendations made was that every school administrator should be conversant on the use of modern communication devices to dissemination information to enhance teachers’ efficiency and easy their task performance.