Abstract
Effective communication is central to school leadership, shaping how principals influence teacher commitment and student learning. This study examined the relationship among principals’ communicative practices, teachers’ commitment, and students’ academic performance in public senior secondary schools across North Central Nigeria. A correlational descriptive survey design was adopted, with data collected from 392 teachers selected through stratified random sampling across seven states. The Principals’ Communicative Practices and Teachers’ Commitment Questionnaire (PCPTCQ) served as the primary instrument, and data were analyzed using descriptive statistics and multiple regression at the 0.05 significance level. Findings revealed that principals predominantly employ supportive and participatory communicative practices, while directive communication is used moderately. Supportive and participatory communication significantly predicted higher teacher commitment, which in turn mediated improvements in students’ academic performance. The study concludes that effective communication constitutes a core leadership tool for fostering teacher motivation and improving student outcomes. It recommends targeted leadership development programs to enhance principals’ communicative competence for improved school effectiveness.
Keywords: leadership communication, teacher commitment, academic performance, communicative practices, secondary schools
DOI: 10.36349/alqajolls.2025.v01i01.007
author/Odum, Ifeoma Henrietta
journal/AL-QALAM JLLS 1(1) | December 2025
