Journal of Capital Development in Behavioural Sciences Vol.

11 Issue 1 (March, 2023)

Faculty of Arts & Education, Lead City University, Ibadan, Nigeria
ISSN Online: 2449-0679 ISSN Print: 2354-3981

Conceptual Review of Communication Practices,

Administrative Competence and Effective
Performance of Principals in Nigeria
2
Hafsat Ibironke ONASANYA
Email: [email protected]
+234 802 300 2486
&
1
Adeyinka Bunmi FALOYIN
Email: [email protected]
+234 806 046 8428
1
Department of Educational Management
Faculty of Education, Lagos State University, Ojo, Lagos
2
Diocese of Lagos West, Church of Nigeria (Anglican Communion)
Archbishop Vining Memorial Church Cathedral, Ikeja, Lagos
Abstract
Communication practices and administrative competence as the hallmark for
effective performance of principals in Nigeria is the focus of this paper. It is not
enough to keep the communication practices and administrative routine in public
secondary schools in particular as a doctrine but to be necessary tools to achieve
set goals of the school system especially in this era of global competitiveness. This
paper is based on conceptual review. Reviews of several literature indicates that
public secondary schools' principals can have a great interpersonal and managerial
skills if they can work on their skills based on recommendations. Therefore, based
on the study's reviews, it is argued that, although other factors may be at play to
affect principals' effective performance, the leadership style of the principals has a
significant impact on communication practices, administrative competence, and
performance in public secondary schools in Nigeria. The paper assessed the need
for good communication practices, administrative competence and effective
performance of principals and recommended the way forward to achieving effective
performance of principals in Nigeria.
Keywords: Administrative competence, Communication practices,
Leadership effectiveness, Performance, Principal, Public secondary
school.
Word Count: 171

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Introduction
The progress of a country is significantly influenced by the level of quality
its educational system has. Therefore, the role of principals in ensuring
academic achievement in a system of education cannot be overstated.
The country's educational goals are laid forth in the National Policy on
Education along with how they relate to society and individual needs.
Therefore, secondary education is the period of education that follows
basic education but precedes university education. The Nigeria National
Policy on Education states that the goals of secondary education are to
prepare students for higher education and for fulfilling lives in society. As
a result, secondary education serves the dual purposes of absorbing
primary school graduates and producing workers for both the labour
market and tertiary institutions.
In order to assist the nation's educational advancement, the
national education policy established particular aims and objectives, and
the school administrator has a significant role to play in achieving these
goals (NPE, 2013; Chukwu, Nweke, Ezepue, Aneke, Uwakwe, Ezeaku
& Boh, 2021). In secondary schools, these duties include general task
supervision, instructional leadership, school-community connections,
and effective administration of staff members, including teachers and
students. All of these activities support teachers in doing their duties
more successfully. However, some academics are concerned about how
successfully the principals are performing their tasks (Robson, Deo,
Bassett & Howse, 2019). For example, Nkwoh (2011) argued that while
principals' administrative responsibilities in private secondary schools
were somewhat effective in areas like "financial and school
administration, staff and students' personnel administration, and
instruction and curriculum development," they were ineffective in public
secondary schools, particularly in school planning (Basima, 2021).
The degree to which the secondary school is able to serve all
other educational levels and the labour market, both numerically and
qualitatively, determines the total success of principals' execution of
these duties. Therefore, it is essential to handle the secondary system
well. The organisational structure within the secondary school system
demonstrates that the principal is in charge and serves as the institution's
chief executive and chief financial officer (Karakose, Yirci & Papadakis,
2021). It is significant to note that the principal also serves as the primus
inter pare (first among equals), and as such, is in charge of carrying out
the system's many administrative and educational tasks. As a result,

187
according to Ibukun (2019), the principal's primary responsibility is to
foster an environment that will allow the teachers to effect the required
changes in the students. This assertion is supported by the observation
made by Ijaiya (2010) that teachers in Nigeria express a desire for more
participation in decision-making. The way the principle interacts with
other staff members has a big impact on how effective they are. Abah
(2018) asserts that a school's leadership, culture, and mission are all
strongly influenced by the personality and abilities of the administrator.
Additionally, the administrative role in academia is crucial. The school
reflects the principal's personality, as can be seen from the above, and
the principal can make or destroy a school. The secondary school is a
human enterprise created to enhance individuals' capacities, dispositions,
and all-around greatness (Chabalala & Naidoo, 2021). Such an institution
needs to be led by an excellent administrator in order to accomplish the
goals. The manager is typically recognised as the principal in secondary
schools, whether they are public or private, and in Nigeria, this person
is in charge of the institution. It is preferred that such employees possess
the skills and qualities necessary to fill administrative responsibilities.
According to a study by Obilade (2018), a teacher's work
performance can be summed up as the responsibilities they carried out
within a specific time in the school system to achieve organisational
objectives. Similar to this, Peretemode (2010) argued that an employee's
level of involvement in the day-to-day operations of the company
determines how well they perform their job. Principals can promote
successful performance of their teachers by understanding their
requirements and attempting to satisfy or meet them, as per the
Peretemode's theory that employees behave differently under different
circumstances.
The dilemma faced by the present-day Nigerian (public)
secondary school principals’ educational accountability leaves a lot of
mystery to unravel. However, with the growth of the secondary schools
both in number and in proportion with the population it serves, there
has been a parallel increase in growth in the authority and reasonability
of the principal. Hence, the principal as the chief executive of schools has
multifarious tasks to accomplish for successful administration of the
school system. Hence, the principal needs to play an effective and
efficient leadership role in order to enable the principal influence the
individuals and groups in the organisation goals. The principal also
manages the human and non-human resources, presides over a complex

188
network of interpersonal relationship to keep and maintain high quality
of committed personnel through communication practices and
administrative competence for effective performance.
The duty of ensuring that communication practices,
administrative competence for effective performance can be measured
through effective teaching and learning and these place lies with the
principal (Aondona, 2019), who employs various supervisory strategies
such as classroom visitation, classroom observation, mentorship,
workshop and micro-teaching to ensure effective and efficient service
delivery. According to Osakwe (2010), instructional supervision is the art
of over-seeing the teaching and learning process in order to ensure that
the school is administered, managed and led in an effective manner to
achieve the educational objectives. In secondary schools, the principal
plays a critical role in the programme of instructional improvement
through effective and efficient supervision of teachers’ classroom
instructional display. Through classroom visitation, classroom
observation, mentorship, workshops and micro-teaching supervisory
techniques, the principal is faced with the responsibility of supervising
teachers generally to improve their instructional effectiveness.
Osakwe (2010) adds that principals supervise and monitor
teachers’ competences no matter how proficient, they are deemed to
be so as to provide students with quality learning. As important as
instructional supervision is to the development of quality education, it
has been observed that school principals often devote more of their time
attending to visitors than supervising instruction (Weller, 2001).
Consequently, interference of administrative functions seems to be an
appendage to instructional supervisory functions of the school principals
in achieving instructional objective of the school. It is, therefore,
unfortunate that instructional supervisory functions recognised as the
cardinal role of the school principal could be over-looked in the midst of
a variety of roles not limited to communication practices, administrative
competence and effective performance of principals in secondary
schools.
Communication practice is therefore the process of conveying
messages or information from one person to another is also a cardinal
role used by school principals in managing educational institutions.
According to Asemah (2010), communication is a very important tool
used by management to exchange ideas, thoughts and opinions with
employees. This can provide a basis for dismantling any element of

189
distrust in employees. The author adds that the staff of any school want
to know what the school management is doing about the various matters
affecting their welfare and their work. Communication is therefore, the
only way in which the school principal can eliminate suspicion and
promote confidence in the staff. The principals’ effectiveness to some
extent is perceived to hinge on the manner in which decisions and
policies of school management are communicated to teachers and
students in the school organisation. If the decisions and policies are
communicated effectively through the appropriate channels, the
principal may be perceived to be effective in the discharge of his/her
duties through administrative competence, but if not, he/she may be
perceived otherwise.
Subsequently, Mohammed, Edu and Etoh (2020) clearly
elucidated that the effective performance of any system largely depends
on the nature of its administrative setup as well as control. The
realization of goals and objectives of an organisation cannot be entirely
suspended from its administrative skills and competence. In this aspect,
they further contended that the school principal who stands at the
epicentre of all activities is saddled with so many tasks to perform,
ranging from effective delegation of authorities, to staff training and
students’ management as well as students’ performance management.
Therefore, this paper addresses communication practices,
administrative competence and effective performance of principals in
Nigeria.

Communication Practices Described

Concepts are the fundamental assumptions or details of an occurrence
or phenomenon. The fundamental principles and information on the
transfer of messages from one person or group of people to another
comprise the concept of communication. That is, disseminating
knowledge throughout the educational system for efficient
administration. This represents an attempt to define the term
"communication." Cole (1996) stated that the act of developing,
transmitting, and interpreting ideas, facts, views, and feelings can be
referred to as communication. According to him, communication is the
process of ideas, facts, views, and feelings being created and transmitted
in the form of a message from one person (the encoder), and the
message being translated and interpreted by another person (decoder).
For instance, in a school context, a principal might construct a message

190
in the form of an item and deliver it to the teachers through the heads of
departments. Based on the information and concepts, these items are
translated and interpreted.
Peretomode (2010) affirmed that communication, at any point in
time within an organisation, is successful to the extent that the sender of
a message and a receiver have a very similar comprehension of the
content of the message. Meaning that for encoder to create a message
and for a decoder to translate it, there must be a sound knowledge of
facts and ideas about the message. He also buttressed the fact that
communication does not take place unless the receiver correctly
interprets the information being transmitted. Nevertheless,
communication is not effective until the message is properly and
accurately decoded by the receiver.
Eric and Osazuwa (2019) considered communication as an event
that occurs whenever people assign meaning to each other’s behaviours.
A school manager, however, needs to take caution and ensure that
wrong interpretations are not assigned to information communicated
especially in behaviour. There have been cases where actions of school
managers are misconstrued for lack of interest in the students’ welfare.
For example, a principal of a school having an audience with the deaf and
dumb students on issues relating to the student’s welfare. The students
on their part saw the principal’s action/behaviour as lack of interest in
them. This heated up their relationship which eventually led to the
chasing out of the said principal from the school by the students.
Communication is an active task and a purposefully shared
experience involving two or more people and the school administrator
should see it as such. The school administrators interact with many
different people during the day (Chukwu, et al., 2021), including other
administrators, teachers, parents, and students etc. The ability of an
administrator to contribute to the improvement of the school system
will depend on his or her communication skills. For example,
communication is essential for: understanding roles and assignments;
planning and carrying out learning activities; coordinating approaches
with students; providing information to teachers on student progress and
behaviours; and building a positive relationship with students, teachers
and other staff.
Effective communication promotes awareness of others’ interest
and needs. Being aware of the necessary skills that will encourage open
communication is important when working with others (Abiodun-

191
Oyebanji & Edu, 2017). Consequently, issues such as road blocks to
communication, using accepting language and listening strategies which
will relay information that lead towards more positive interactions with
others will be examined.

School Principals and Communication Practices

It seems logical to assume that a successful school principle will be
reflected in teachers' satisfaction with the institution. Principals have
realised that the human element, which involves effective
communication and the capacity for successful communication, is one of
the most fundamental elements for school success as a principal and as
an institution (Chukwu, et al., 2021; Banka, 2016). The relationship
between principal communication and teachers' job happiness has been
thoroughly studied by researchers on school organisation and
communication.
Ismail and Hapsoro (2020) investigate if a principal's
communication affect teachers' job satisfaction. The indicators used for
the study assessment were feedback, awards, supports, the school's
mission, and its goals. The results showed that the respondents'
(teachers') perceptions of the effectiveness of their principal's
communication and their level of job satisfaction were consistent. The
results show that work happiness and teachers' perceptions of the
effectiveness of principal communication are significantly correlated.
The results of research on the transformational leadership of
school administrators showed that teachers' job satisfaction was
positively and significantly correlated (Achinivu, Handsome, Ayomide,
Enobong, & Johnson, 2017). Therefore, in secondary schools where
school leaders were viewed as transformational, staff job satisfaction was
high and performance progress was higher. To determine the direct
impact of school administrators' transformational leadership on staff
turnover, some school accomplishments, and the indirect impact of
teachers' job satisfaction on the relationship between principals'
transformational leadership and teachers' turnover and job performance,
the structural equation model (SEM) was used as the study's instrument.
Bacu (2020) asserts that principal who adopt transformational leadership
approach in management of the school were more likely to encourage
and promote the personal teacher efficacy. Meaning that
transformational is likely to impact on all the activities in the school and
mostly on teachers’ professional development and self-fulfillment which

192
the crux for high productivity in the organisation. It is in light of this, that
Bacu (2020) consider this kind of supports as variable for teachers’ job
satisfaction.
Anderson and Turnbull (2016) opine that workers’ job
satisfaction is associated with principal communication pattern and staff
perception of the principal’s human relation and management ability.
The implication here is that communication practice in any organisation
like the school is very vital to the survival and smooth running of the
organisation (Asemah, 2010; Adeyemi, 2011). Through the use of
language, mankind has been able to record past history and to transmit
its culture from one generation to the other. This transmission exercise
lies on communication process without which managerial, administrative
and academic functions will not be possible in the school. Without
effective communications, organisations will not be what it is, and
functions will not be carried out effectively towards goal achievement
(Nakpodia, 2010). However, with the use of communication, man has
helped himself or herself to build societies and other social groupings,
which contribute to his survival and to more enjoyable patterns of living.
In all organisations, the transfer of information from one individual to
another is necessary (Nakpodia, 2010). It is the means by which
behaviour is modified, change is effected, information is made productive
and goals are achieved. Without communication, the organisation cannot
exist, for there is no possibility of others. Communication from the
viewpoint of Nakpodia (2011) is to effect a change and influence action
towards the welfare of the enterprise. Therefore, the need for an
effective channel of communication becomes imperative for the
attainment of the organisational goals. This means that communication is
the means by which people are linked together in an organisation.
The communication process follows a systematic procedure. It is
a give and take method involving the sender and the receiver (Asemah,
2010; Nakpodia, 2011). Usually, the sender must have an idea to put
across which makes it a 3-way grid – the sender, the message and the
receiver. For better communication in school, the principal must, first
and foremost, conceive an idea and relate such idea to his staff and
expect response. In the school system, the principal does not work
alone. He/she has to share information, transfer ideas and feelings
through communication to enhance the collective co-operation of others
within the school. The school principal must not only communicate
downward management in thoughts and in decisions but also upward

193
reactions and development in the ranks. In order to persuade, instruct,
direct, request, inform and stimulate, the principal must engage in
upward and downward communication. Hence, the importance of
upward flow of communication in an educational organisation cannot be
under estimated. It helps education administrators to get a feedback
from the people that might be affected. These people represent an
important source of ideas for improvement (Basima, 2021).
The communication network is seen as being very significant to
the life of the school. This is because it is a major avenue through which
the school personnel get an opportunity to identify and appreciate what
the school is doing, the atmosphere in which it operates, what is
expected from the school and the public. On the bases of these,
principals design programmes that could make or mar the school system.
Communication is thus important in an organisation schools because it
constitutes one of the chief means through which organisational
members work together. It also helps to hold the organisation together
by making it possible for members to influence one another and to react
to one another. In secondary schools, it is with the help of
communication that the principal is able to influence his subordinates.
According to Nakpodia (2010), communication has been a great
concern to school administrators. This is because a break in
communication brings about a great havoc in the school system by way
of administration. Most times, messages are not decoded properly such
that the intended meaning is not interpreted correctly. Teachers do not
put in their best into effective teaching as a result of lack of satisfaction
emanating from communication gap between them and the principals in
the schools and these breeds mix feelings concerning the leadership role
of the school head.
Annie and Mpho (2014) observe that some school heads do not
communicate with their teachers on issues that affect instruction or
other aspects of school management. Even though the school heads are
seen as the most important and influential personalities in any school; it
is the way they communicate with their teachers that will assist teachers
to know what is expected of them and cooperate with the management
to enable it attained it pre-determined goals. The authors also stress that
it is the school head that creates organisational conditions under which
people are motivated to do their best.

194
Principal’s Administrative Competence
Every society can be transformed by education, which is why it should
be highly valued. It is the process of acquiring the knowledge and abilities
needed to support growth in all areas and sectors of life, including those
of individuals, groups, and organisations. According to Egwu (2016), the
principal is a leader who must organise, direct, and monitor school
operations to ensure their success. The principal is the primary
administrator of a secondary school, and as such, he or she is responsible
for making efficient use of a variety of resources through implementing
management concepts and procedures. The school administrators at all
levels must assure the best administration of the human, material,
financial, and time resources if the education system is to achieve its
national policies and goals.
Nkwoh (2011) observed that school principals must possess a
wide array of competencies in order to lead schools effectively towards
the accomplishment of educational goals, which has led to changing
expectations of what leaders need to know and must be able to do.
Competency as opined by Carol and Edward (2004) is the successful
performance of a task through the use of knowledge, skills, attitude and
judgment. It is the ability and required skills to accomplish given task.
Managerial competency is the possession of necessary skills to effectively
manage resources for productivity.
Heller (2012) outlines functions of school administrators to
include management of instructional programmes, staff personnel
administration, students’ personnel administration, finance and
according to Ibara, (2014) financial management in school are the ways
and means usually employed to provide the financial resources involved
in running educational institutions. It is the function of the school heads
to manage the financial resources of the schools. The common factor in
these definitions of financial management is that a connection is made
between the management tasks and the financial aspects of a school.

Effective Performance of Principals

Principal effectiveness can be defined in terms of how student learning is
affected, either directly or indirectly through mediating factors. This
emphasis on performance is consistent with a lot of recent ideas in
school administration. Jekayinfa (2017) notes that many studies focus on
output variables when discussing performance. In their investigations,
Sebastain and Allenworth (2016) also assessed how well the groups

195
performed on the main task that was given to them. Additionally, while
talking about management approaches, performance is also thought of
similarly. He contends that a school principal's effectiveness should be
evaluated in light of his personal qualities.
Additionally, Lipham (2016) noted that when assessing
administrative success, individuals tended to focus too much on judging
the outcomes of specific leaders rather than administrators. These
findings are noteworthy; they suggested that the relationship between
performance and the entire educational system may be the most crucial
factor. Here, the issue is not only how a particular leadership endeavour
turned out, but also how well the organisational unit performed over
time.
Many academics emphasise output variables while discussing
performance. The idea of administrative effectiveness rests only on
leadership, however according to Adesina (2006), there isn't a legitimate
and trustworthy tool for evaluating secondary school principals' success.
Since they are in positions of authority, principals can be directly seen
and evaluated based on how instructors, students, and parents of the
students perceive their behaviour. The success of pupils on various
attainment tests and exams serves as the benchmark for evaluating a
teacher's efficacy.

Effective Performance of Principals in Public Secondary Schools

The topic of students' diminishing academic performance in Nigerian
secondary schools has drawn a lot of interest from those involved in
education. Therefore, the efficacy of teachers and principals as they carry
out their jobs affects the quality of education and students' performance.
The primary criterion for evaluating a school's performance as a principal
is now its academic performance.
Principals try to achieve this mainly by improving the
performance of their teachers through better communication,
motivation, building up their confidence and providing them resources
(Frederickson, 2008; Eren, 2014; Grissom, Kalogrides & Loeb, 2014). In
view of that, the principals can present themselves as effective leaders
only when they are good at getting the best out of their teachers and
building their capacities so as to prepare them for the tough challenges
present in their academic performances (Andreas, 2012).
To do this, principals must train themselves in leadership
techniques that enhance teachers' job performance, such as instructional

196
supervision, the provision of instructional materials, communication,
teacher involvement in decision-making, discipline, performance
evaluation of students, and community relations (Orphanos & Orr,
2014). This is due to the fact that teachers' opinions of their principals'
leadership styles affect both their academic success at the school and
their professional development (Liang, Liu, Wu & Chao, 2015).
In every country in the world, young adults choose their careers
at an important point in their secondary education. Because of this,
secondary school administrators, whether they work for the public or
private sector, are constantly under pressure to deliver successful
outcomes in both developed and developing nations, such as Nigeria. In
order to increase teachers' performance, it is important to look into the
various aspects of the relationship between teachers' opinions of their
school principals and their performance in a variety of cultural learning
and teaching contexts.

Management of Public Secondary Schools

Management has been viewed and described differently by different
scholars. These scholars look at management from various points of view
depending on the objectives to which an organisation is set to achieve.
The basic reason for the diversity in definition arises from the fact that
most human endeavours apply themselves to management. According
to Markson (2001), management is the field of human behaviour in which
managers plan, organise, staff, direct and control human and financial
resources in an organised group effort in order to achieve desired
individual and group objectives with optimum efficiency and
effectiveness.
According to Ibrahim (2003), management involves the sum total
of all activities undertaken to achieve the goals and objectives of an
individual or an organisation. It also includes the integration of efforts,
design of organisational structure, acquisition or judicious use of
resources, motivation of people, providing leadership, planning
strategies, controlling, innovating and creating an environment in which
individuals and group’s goals can be achieved. Mayer (2001) states that
management implies a social process involving a sequence of events and
planning, organising, coordinating and controlling. All these events if well-
coordinated and structured could not only result in judicious use of the
limited resources available, but also ensure that the right objectives or
desired outcomes are accomplished.

197
 Therefore, management implies all activities put in place to
achieve the goals and objectives of an individual or organisation. It is an
integration of individuals’ or group’s efforts, the designing of
organisational structure or framework and strategies towards achieving
a corporate goal. Yalokwe (2002) defines management as the process of
planning, organising, leading and controlling the efforts of organisational
members and using all other organisational resources to achieve set
goals. The author further states that management involves the
achievement of goals set for the organisation. This means that managers
of any organisation, be it a commercial bank or a school tries to attain
specific ends. These ends are unique to each organisation. The set goals
of a school might be to equip students with balanced education that will
enable them to earn a living. The main goal of a commercial bank might
be to provide quality financial services to the people at a profit. Whatever
is the goal of the organisation concerned, management is the process by
which the goals can be attained.
In Nigeria, secondary education occupies a significant place in the
educational pyramid. It stands in the middle between primary and
secondary education. It refers to the type of education that students get
after completing their elementary school or in preparation for tertiary
study. It is designed for students in the 11 to 17 age range. Secondary
education is the starting point for aspiring professionals as well as the
basis for identifying and categorising the various vocations. Secondary
education in Nigeria only lasted five years prior to independence till 1982
(Peretomode, 2010). Following five years, those who met the
requirements were permitted to complete the two years of the Upper
School Certificate, which qualifies them for higher education.
As a result, the system supported two years of seniority and
three years of juniority. However, the curriculum was expanded and
extended to six years once it was realised that this level of education
needed to be improved with science and technical topics. It is impossible
to overstate the significance of this educational stage. Whereas the senior
secondary certificate was awarded following successful completion of a
national examination, the junior secondary certificate was based on
continual assessment (The West African Council Examination [WAEC]).
Nowadays, The National Examination Council Examination, an
organisation separate from WAEC, conducts comparable exams at the
conclusion of the six-year period (NECO).

198
Conclusions and Recommendations
The administrative leadership competence in terms of good
communication practices and the ability to prepare planning according
to the opinion of the sub-division head is generally owned by the leaders
who is the principal of the school.
However, the ability to formulate these plans still needs to be
improved upon to enhance a better performance of principal. The
principal needs to show several aspects of capabilities to improve
administrative competence. Therefore, this paper also provides
recommendations for conducting various kinds of training to improve
the ability of administrative leaders in planning. The principal as the main
administrative figure in the school must not rely on one or a particular
pattern of communication always to communicate with the staff
members.
School principals should embrace different types of
communication and explore different channels of communication to
communicate with the staff to keep the communication line active.
Mutual relationship is a very vital aspect of a healthy school system;
hence, the principal should endeavor to establish or improve on
interpersonal relationship with the staff. Develop workable
communication strategies that will encourage effective communication
and support all in the school to learn the basic communication skills.

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