Relationship among Principals’ Communications Skills, Teachers’ Job Performance and Students’ Academic Achievement in Public Secondary Schools in Kwali Area Council, FCT, Abuja, Nigeria

Abstract

This study investigates the relationship among principals’ communication skills, teachers’ job performance, and students’ academic achievement in public secondary schools in Kwali Area Council, FCT, Abuja. It focuses on how principals’ friendliness, listening ability, confidence, and feedback skills influence teachers’ effectiveness and subsequently enhance students’ academic outcomes. Four research objectives, questions, and hypotheses guided the study, which was anchored on Goal Setting Theory (Locke, 1960s) and Emotional Intelligence Theory (Goleman, 1995). A descriptive survey design was adopted, involving a population of 218 (5 principals and 213 teachers). Using simple random sampling, 90 respondents were selected. Data were collected using the QPCSTJPSAA questionnaire and analyzed with descriptive statistics and Pearson Product Moment Correlation. Findings reveal strong positive relationships between principals’ communication skills and teachers’ job performance as well as students’ achievement. The study recommends improved communication practices among principals to boost teacher performance and student learning outcomes.