Abstract
The study investigated principals’ communication patterns and teachers’ job effectiveness in public secondary schools in Edo State. A correlational, ex-post-facto research design was adopted. The population comprised 3,387 principals and teachers, The sample for the study was 739 respondents comprising 184 principals and 555 teachers in Edo State. Two self-constructed instruments—Principals’ Communication Pattern Questionnaire (PCPQ) and Teachers’ Job Effectiveness Questionnaire (TJEQ)—were used for data collection. Reliability was established using Cronbach’s alpha, yielding coefficients of 0.61 and 0.77, indicating acceptable internal consistency. Data were analyzed using descriptive statistics (mean and standard deviation), while Pearson Product Moment Correlation (r) and coefficient of determination (r²) were used to answer the three research questions. All hypotheses were tested using Pearson Correlation at a 0.05 level of significance. Findings revealed that there is a significant relationship between the principals’ communication patterns and teachers’ job effectiveness in public secondary schools in Edo State; There is a significant relationship between principals’ interactive communication pattern and teachers’ job effectiveness in public secondary schools in Edo State, There is a significant relationship between principals’ networking communication pattern and teachers’ job effectiveness in public secondary schools in Edo State. The study concluded that effective communication by principals plays a crucial role in enhancing teachers’ performance. Based on these findings, it was recommended that principals should adopt assertive, interactive, and networking communication patterns to improve teachers’ job effectiveness and promote a more productive school environment.