







































 Global Journal of Education and Allied  

Research (GJEAR) 
Volume.15, Number 12; December-2024; 

ISSN: 2837-3707 | Impact Factor: 7.80 

https://zapjournals.com/Journals/index.php/gjear 

Published By: Zendo Academic Publishing 

 

 

pg. 1 

PRINCIPALS’ ASSERTIVE COMMUNICATION STYLE AS CORRELATE 

OF TEACHERS’ EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS 

IN AWKA EDUCATION ZONE, ANAMBRA STATE 

 
1Onyekwelu Raphael Azubuike, PhD.  

 

Article Info  Abstract 

Keywords: Principals, Assertive 

Communication Style, Teachers 

Effectiveness, Public 

 

DOI 
10.5281/zenodo.14527254 

 The main purpose of the study was to investigate principals’ assertive 

communication styles as correlate of teachers’ effectiveness in public 

secondary schools in Awka Education Zone, Anambra State. One research 

question guided the study and one hypothesis was tested at 0.05 level of 

significance. The correlational research design was adopted for the study. The 

population of the study comprised of 1,616 principals and teachers from the 

65 public secondary schools in Awka Education Zone of Anambra State, 

Nigeria. This comprised of 65 principals and 1,551 teachers in public 

secondary schools in Anambra State. The sample size for this study was 375 

respondents. The instruments for data collection were two structured 

questionnaires. The instrument was subject to face and content validation. 

Three experts from the Faculty of Education at Nnamdi Azikiwe University, 

Awka, reviewed the instruments. A pilot test was conducted with 20 

principals from public secondary schools in Enugu State to further test the 

instruments. The application of Cronbach Alpha reliability method yielded 

co-efficient values of 0.86 and 0.88 for PCSQ and TEQ. Pearson Product 

Moment Correlation statistics was used to answer the research questions and 

test the hypotheses. The finding of the study revealed that a high positive 

relationship exists between principals’ assertive communication styles and 

teachers’ effectiveness in public secondary schools in Awka Education Zone, 

Anambra State. Furthermore, finding of the study revealed principals’ 

assertive communication styles significantly correlate with teachers’ 

effectiveness in public secondary schools in Awka Education Zone, Anambra 

State. The researcher therefore concludes that principals’ assertive 

communication style has a positive significant relationship with teachers’ 

effectiveness in public secondary schools in Awka Education Zone, Anambra 

State. The researcher recommended that the Post Primary Schools Service 

Commission (PPSSC) should organise regular workshops and training 

programmes focused on enhancing principals’ communication style, with 

emphasis on assertive communication style. 
 

 

 

 

 
1Department of Educational Foundations, Faculty of Education, Chukwuemeka Odumegwu Ojukwu University, Igbariam 

Campus, Anambra State, Nigeria 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 15 (12) 

 

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Introduction 

Teachers have an important role as stakeholders in Nigerian secondary schools, with great influence over the 

educational environment. Teachers’ involvement is important in curriculum implementation, as they are the major 

facilitators of learning. This position puts them at the forefront of instructional delivery, making their performance 

critical to accomplishing school objectives. The effectiveness of teachers is critical for achieving educational 

objectives. Eke (2023) opined that motivated and teachers work better, which improves student learning 

outcomes. Effective teachers not only engage their students, but also create a positive learning environment that 

promotes academic achievement (Ololube, 2019).  

Teachers' effectiveness pertains to how well educators perform their core responsibilities of instruction and their 

overall disposition towards the teaching profession and its associated tasks (Arop et al., 2020). It is considered an 

intangible concept that cannot be directly observed or quantified. However, many researchers agree that it is a 

multidimensional construct, comprising various facets and components (Okogbaa & Igbogi, 2019). According to 

Nwogbo et al. (2019), teacher effectiveness is a multifaceted phenomenon that incorporates different aspects of 

teaching. These include proficiency in assigned roles, effective communication, thorough lesson preparation and 

execution, access to instructional materials, fostering a conducive learning environment, and maintaining teacher 

motivation.  

Consequently, teacher effectiveness requires a deep understanding of professional methodologies and systems, 

coupled with the ability to address students' needs effectively. Enhanced teaching practices often lead to greater 

student engagement, which improves academic outcomes, particularly when supported by school principals' 

strategies to promote teacher effectiveness. Teachers' effectiveness in this study is defined to their capacity to 

manage their professional duties and responsibilities in a way that allows them to accomplish more work and 

deliver expected outcomes. This includes effective classroom teaching, maintaining discipline and overseeing 

students' academic activities. For teachers to perform effectively, discipline and commitment to their 

responsibilities are essential. Unfortunately, some teachers in public secondary schools within the Awka 

Education Zone of Anambra State appear to lack effectiveness in carrying out their roles. Onyekazi et al. (2024) 

reported a concerning decline in teachers' task performance, emphasising that teachers are the backbone of 

effective teaching and learning. This decline is evident in the negative behaviours exhibited by teachers in public 

secondary schools across Anambra State (Okeke et al., 2023). These behaviours include arriving at school late, 

leaving without proper authorisation, frequent absenteeism with weak excuses, failure to maintain updated lesson 

plans and notes, incomplete coverage of curriculum content, and teaching without adequate instructional 

materials. Authors like Onyekazi et al. (2024) stated that poor teachers’ effectiveness could be linked to 

principals’ communication style.  

Communication refers to the exchange of information between individuals or among groups through various 

channels. Ekufu and Anetoh (2022) described communication as the process of sharing ideas, receiving messages, 

and achieving mutual understanding using different methods. Communication styles refer to the verbal and non-

verbal approaches through which information is shared within an organisation. Sdeeq et al. (2021) defined 

communication styles as distinct methods of transmitting and receiving information in organisational settings. 

Similarly, these styles involve various patterns and strategies managers use to issue instructions or guidance to 

employees. Muhammad (2020) described communication styles as encompassing the methods used to share 

information, articulate ideas, and receive feedback. According to Suyu-Tattao (2019), communication styles 

integrate verbal and written strategies for effectively exchanging information. Okotoni and Akinwale (2019) 

categorised communication styles into aggressive, open, inclusive, and assertive styles. Chike et al. (2024) 

expanded this categorisation to include assertive, aggressive, passive-aggressive, submissive, manipulative, and 

open communication styles. For this study, the researcher concentrated on assertive communication style. 

The assertive communication style is considered effective in most situations. It involves being aware of and 

addressing one’s own emotions and needs while also recognising and respecting the emotions and needs of others. 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 15 (12) 

 

pg. 3 

Assertive communicators, by prioritising their needs while being empathetic, demonstrate a balance that fosters 

effective communication. Alabi (2022) defined assertive communication as the ability to express opinions clearly 

and confidently in a calm and controlled manner without infringing on the rights of others. Esan (2018) 

highlighted its effectiveness in enhancing students’ self-esteem and overall academic achievement. 

Assertive communication is regarded as an ideal communication style, as it fosters relationship building, trust, 

conflict resolution, expectation management, and boundary protection when applied effectively. However, 

mastering assertive communication requires significant self-control. It emphasises expressing ideas while 

upholding the rights of others. Nwabueze and Ohia (2020) described assertive communication as characterised 

by honesty, respectfulness, and the willingness to listen to others’ perspectives. In the context of school leadership, 

assertive communication involves principals actively listening to teachers, encouraging them to share their views 

on school matters, and providing prompt feedback. According to Okotoni and Akinwale (2019), principals who 

adopt this style are comfortable expressing their opinions and receptive to the ideas of others. They engage with 

teachers in a moderate tone, carefully selecting words to avoid causing offence. Similarly, Alabi (2022) noted 

that principals who employ assertive communication are open to input from others while confidently sharing their 

perspectives. Akinwale and Okotoni (2018) stated that principals’ communication styles has significant influence 

on school effectiveness. However, this views have not been empirically determined in public secondary schools 

in Anambra State. It is against this background that the researcher investigated principals’ assertive 

communication styles as correlate of teachers’ effectiveness in public secondary schools in Awka Education Zone, 

Anambra State. 

Purpose of the Study 

The main purpose of the study was to investigate principals’ assertive communication styles as correlate of 

teachers’ effectiveness in public secondary schools in Awka Education Zone, Anambra State. 

Research Question 

What is the relationship between principals’ assertive communication styles and teachers’ effectiveness in public 

secondary schools in Awka Education Zone, Anambra State? 

Hypothesis 

The null hypothesis was tested at 0.05 level of significance: 

Principals’ assertive communication styles does not significantly correlate with teachers’ effectiveness in public 

secondary schools in Awka Education Zone, Anambra State. 

Methodology 

The study adopted the correlational research design. The study was carried out in Anambra State. The population 

of the study comprised of 1,616 principals and teachers from the 65 public secondary schools in Awka Education 

Zone of Anambra State, Nigeria. This comprised of 65 principals and 1,551 teachers in public secondary schools 

in Anambra State. The sample size for this study was 375 respondents. The sampled the entire population of 

principals because they are small compared to the number of teachers in the zone. This amounted to 65 principals 

from the 65 public secondary schools in Awka Education Zone. The researcher used simple random technique to 

select 20% of teachers from the public secondary schools in Awka Education Zone. This amounted to 310 teachers 

from the 65 public secondary schools in Awka Education Zone. The combination of the sample of principals and 

teachers amounted to a sample size of 375. 

The instruments for data collection was two structured questionnaires. The first questionnaire was titled 

“Principals’ Communication Styles Questionnaire (PCSQ)” which contains 10 items.  The questionnaire was 

designed using a 4-point rating scale: Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD). 

The second instrument was titled “Teachers Effectiveness Questionnaire (TEQ)” and it contains 20-item 

statements on teachers’ effectiveness. The instrument is structured on a four point rating scale of Strongly Agree 

(SA), Agree (A), Disagree (D), and Strongly Disagree (SD) and a numerical value of 4, 3, 2 and 1 respectively. 

 The instrument was subject to face and content validation. Three experts from the Faculty of Education at Nnamdi 

Azikiwe University, Awka, reviewed the instruments. Additionally, a pilot test was conducted with 20 principals 

from public secondary schools in Enugu State to further test the instruments. The application of Cronbach Alpha 

reliability method yielded co-efficient values of 0.86 and 0.88 for PCSQ and TEQ. The instruments were 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 15 (12) 

 

pg. 4 

administered by the researchers with the help of three research assistants who are teachers in public secondary 

schools. The instrument was administered to the respondents on the spot and retrieved after completion. In cases 

where it was impossible to retrieve the instrument immediately, appointment on the date of retrieval was made. 

This lasted for two weeks. Out of the 375 copies of the instruments administered, 362 copies were retrieved in 

good condition which amounts to 97% questionnaire return rate. The 362 copies were used for the analysis of 

data. Pearson Product Moment Correlation statistics was used to answer the research question and test the 

hypothesis. The decision rule was based on the following guidelines Price et al (2017) provided: 

Correlation Coefficient Interpretations 

Plus (+) or minus (-) 0.00 to 0.20 Very Low Relationship 

Plus (+) or minus (-) 0.20 to 0.40 Low Relationship 

Plus (+) or minus (-) 0.40 to 0.60 Moderate Relationship 

Plus (+) or minus (-) 0.60 to 0.80 High Relationship 

Plus (+) or minus (-) 0.80 and above Very  High Relationship 

While positive coefficient (+) indicate positive relationship between the variables, negative coefficient (-) 

indicates negative coefficient between the variables. In interpreting the values of the null hypotheses, when p-

value was less than or equal to .05 (p ≤.05), the null hypothesis was rejected. On the other hand, when the p-value 

was greater than .05 (p >.05), the null hypothesis was not rejected, meaning that there is no significant relationship 

between the variables.  

Results 

Research Question  

What is the relationship between principals’ assertive communication styles and teachers’ effectiveness in public 

secondary schools in Awka Education Zone, Anambra State? 

Table 1: Summary of Pearson Correlation Analysis on Correlation between Principals’ Assertive 

Communication Styles and Teachers’ Effectiveness in Public Secondary Schools in Awka Education Zone, 

Anambra State 

  Principals’ 

Assertive 

Communication 

Styles 

Teachers’ 

Effectiveness 

Remark 

Principals’ 

Assertive 

Communication 

Styles 

Pearson Correlation 

 

1 .723**  High Positive 

Relationship 

 Sig, (2-tailed) 

N 

 

362 

.000 

362 

 

Teachers’ 

Effectiveness 

Pearson Correlation 

Sig, (2-tailed) 

N 

.723** 

.000 

362 

1 

 
362 

 

 

 ** Correlation is significant at the 0.05 level (2-tailed). 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 15 (12) 

 

pg. 5 

Data in Table 1 reveals that the Pearson’s Correlation Coefficient is r = 0.723. This shows that a high positive 

relationship exists between principals’ assertive communication styles and teachers’ effectiveness in public 

secondary schools in Awka Education Zone, Anambra State. This implies that in public secondary schools where 

principals’ use assertive communication styles there would be high teachers’ effectiveness. Thus, the Pearson’s 

Correlation Coefficient r of 0.723 indicate that a high positive relationship exists between principals’ assertive 

communication styles and teachers’ effectiveness in public secondary schools in Awka Education Zone, Anambra 

State. 

Hypothesis  

Principals’ assertive communication styles does not significantly correlate with teachers’ effectiveness in public 

secondary schools in Awka Education Zone, Anambra State. 

Table 2: Test of Significance of Correlation between Principals’ Assertive Communication Styles and 

Teachers’ Effectiveness in Public Secondary Schools in Awka Education Zone, Anambra State 

Correlation 

  Principals’ 

Assertive 

Communication 

Styles 

Teachers’ 

Effectiveness 

Remark 

Principals’ 

Assertive 

Communication 

Styles 

Pearson Correlation 

 

1 .723**  Significant 

 Sig, (2-tailed) 

N 

 

362 

.000 

362 

 

Teachers’ 

Effectiveness 

Pearson Correlation 

Sig, (2-tailed) 

N 

.723** 

.000 

362 

1 

 
362 

 

 

 ** Correlation is significant at the 0.05 level (2-tailed). 
Data in Table 2 reveals that the Pearson’s Correlation Coefficient is r = 0.723 with a p-value = 0.000. Since the  

P value of 0.000 is less than .05 (P<.05), it means that the effect principals’ assertive communication styles on 

teachers’ effectiveness in public secondary schools in Awka Education Zone, Anambra State is statistically 

significant. This means that principals’ assertive communication styles significantly correlate with teachers’ 

effectiveness in public secondary schools in Awka Education Zone, Anambra State. Hence, the hypothesis was 

rejected. 

Discussion 

The finding of the study revealed that a high positive relationship exists between principals’ assertive 

communication styles and teachers’ effectiveness in public secondary schools in Awka Education Zone, Anambra 

State. This finding may have resulted because assertive communication ensures that principals articulate 

expectations, feedback, and instructions clearly and concisely. This reduces ambiguity, enabling teachers to 

understand their roles and responsibilities effectively. Also, assertive communication promotes a respectful 

environment where principals value teachers' input and perspectives. This mutual respect enhances teachers’ 

motivation and commitment to their duties. This finding is in agreement Akinwale and Okotoni (2018) who 

revealed that principals’ communication styles has significant influence on school effectiveness. Nwabueze and 

Ohia (2020) described assertive communication as characterised by honesty, respectfulness, and the willingness 

to listen to others’ perspectives. In the context of school leadership, assertive communication involves principals 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 15 (12) 

 

pg. 6 

actively listening to teachers, encouraging them to share their views on school matters and providing prompt 

feedback.  Thus, improving teachers’ job effectiveness. Furthermore, principals’ assertive communication styles 

significantly correlate with teachers’ effectiveness in public secondary schools in Awka Education Zone, 

Anambra State. The finding of the study is in agreement with Alabi (2022) who reported that principals’ assertive 

communication style would impact on teachers’ attitude towards work. Okotoni and Akinwale (2019) noted that 

principals who adopt assertive communication style are comfortable expressing their opinions and receptive to 

the ideas of others and this makes the teachers comfortable in their work environment.  

Conclusion 

The researcher concludes based on the findings of the study that principals’ assertive communication style has a 

positive significant relationship with teachers’ effectiveness in public secondary schools in Awka Education 

Zone, Anambra State. The implication of the findings is that there would be higher teachers’ effectiveness in 

schools where principals apply assertive communication style. It is therefore essential that measures are put in 

place to improve on principals’ application of assertive communication style in public secondary schools. 

Recommendations 

The following recommendations were made based on the findings of the study: 

1. The Post Primary Schools Service Commission (PPSSC) should organise regular workshops and training 

programmes focused on enhancing principals’ communication style, with emphasis on assertive communication 

style. This will equip public secondary school principals with the assertive communication strategies needed to 

ensure clarity, mutual respect, and constructive feedback in public secondary schools. This would improve 

teachers’ effectiveness. 

2. The Anambra State Government in collaboration with the PPSSC should integrate assertive 

communication practices into school management policies. This could include guidelines for effective principal-

teacher interactions. This would ensure that principals adopt assertive communication styles to enhance 

collaboration, reduce conflicts, and promote a positive school climate that supports teachers' effectiveness. 

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