Organisational Communication Practices and Staff Performance in Private Secondary Schools in Rivers State

Cite this article as: Lenee, L. G. (2025). Organisational communication practices and staff performance in private secondary schools in Rivers State. Sokoto Journal of Linguistics and Communication Studies (SOJOLICS), 1(1), 232–241. www.doi.org/10.36349/sojolics.2025.v01i01.028

ORGANISATIONAL COMMUNICATION PRACTICES AND STAFF PERFORMANCE IN PRIVATE SECONDARY SCHOOLS IN RIVERS STATE

By

Lenee, Letambari Godwin, PhD

letambari.lenee@iaue.edu.ng,

Department of Mass Communication, Ignatius Ajuru University of Education,

Rumuolumeni, Port-Harcourt, Rivers State, Nigeria.

Abstract

This study investigates how organisational communication practices influence staff performance in private secondary schools in Rivers State. It focuses on assessing the procedural, distributive, and interactional communication practices used in the schools, determining how these practices affect staff performance, and examining the extent to which they shape staff commitment levels. The study is anchored on Weber’s Bureaucratic Communication Theory, Maslow’s Hierarchy of Needs, and Bertalanffy’s General Systems Theory, which collectively explain how communication structures, human motivation, and organisational interdependence influence workplace behaviour.A survey research design was adopted. Using the Taro Yamane formula, a sample of 390 staff members was selected from a population of 15,360 across accredited private secondary schools in the state. Data were collected through a virtually administered questionnaire containing demographic items and research questions structured on a 4-point rating scale. Quantitative analysis was conducted using SPSS version 23, while qualitative insights were interpreted through explanation-building. Pearson correlation and Multiple Regression analyses were employed to test the hypotheses.Findings show that procedural, distributive, and interactional communication practices exert a significant and moderately positive influence on staff performance. These communication practices also contribute meaningfully to staff commitment, shaping employees’ willingness to engage actively in school activities.The study recommends that private secondary schools institutionalise communication systems characterised by clarity, consistency, transparency, and fairness. It further suggests that school management prioritise staff wellbeing, inclusivity, and responsiveness to strengthen commitment and enhance overall performance outcomes.

Keyword: Organisational, Communication, Practices, Staff, Commitment, Performance,

1. Introduction

Communication is central to organisational effectiveness because it drives the movement of ideas, expectations, and resources that shape how institutions function. In any organisation, especially one with hierarchical structures, communication serves as the pathway through which information, symbols, emotions, and instructions are exchanged to maintain smooth operations. Organisational communication, therefore, involves structured interactions with internal and external stakeholders using tools and messages designed to meet their information needs. It shapes organisational identity, strengthens relationships with stakeholders, and promotes an environment where employees can function productively. Existing research, including studies by Asamu (2014) and Hee et al. (2019), has consistently shown that strong organisational communication enhances staff performance and supports overall institutional growth.

In the educational sector, communication is particularly essential because teaching, learning, and administration all depend on the effective transmission of knowledge. Schools rely on competent communication to facilitate classroom interactions, encourage students, maintain discipline, and ensure that teachers and learners work together productively. Sword (2020) notes that communication skills help teachers adapt lessons to different learning needs, while Robbins, Judge and Vohra (2011) argue that communication reinforces organisational values, norms and beliefs. However, many private secondary schools in Rivers State struggle with communication challenges that undermine academic outcomes. Reports by examination bodies such as WAEC, NECO, and JAMB highlight declining performance, and scholars attribute part of this decline to ineffective communication systems and unethical communicative behaviours among staff. Poor communication affects staff wellbeing, weakens commitment, and ultimately reflects in student behaviour, discipline, and academic quality.

These concerns raise a critical question: how do organisational communication practices influence staff performance in private secondary schools in Rivers State? This study addresses this question by examining procedural, distributive, and interactional communication practices and assessing their relationship to communication effectiveness, staff performance, and staff commitment. While little research has focused specifically on communication-related performance issues in private secondary schools, this study aims to fill that gap by providing evidence-based insights. The overall objective is to determine how communication practices shape staff behaviour and effectiveness, with the intention of identifying areas that require improvement. To guide this inquiry, the study tests three hypotheses on communication effectiveness, staff commitment, and staff performance, establishing whether communication practices significantly influence the outcomes observed in private secondary schools in the state.

2. Literature Review

Communication has long been recognised as the foundation upon which organisational life is built, deriving from the Latin communication meaning the transfer of information, and the Greek communis meaning shared understanding. Viewed from these roots, communication encompasses one–way transmission of information, interactive exchanges in which meanings are shared, and transactional processes through which participants co-create social realities using mutually understood signs. Within organisations, communication refers to the totality of message exchanges about issues of concern to the organisation, whether occurring internally among staff or externally between the organisation and its publics. Scholars such as Ohiagu (2019), Cornelissen (2014) and Tench and Yeomans (2009) emphasise that organisational communication is central to building mutual understanding, maintaining favourable relationships, sustaining corporate reputation and ensuring the smooth functioning of an organisation’s systems. Its communication system involves the structures, technologies, procedures, formal and informal channels, as well as the message content through which information flows and decisions are enacted (van Riel and Fombrun, 2007; Robbins et al, 2011).

Communication practices describe the actions, behaviours and processes through which individuals send, receive, negotiate and interpret meanings within an organisation. In private secondary schools, these practices operate procedurally, distributively and interactionally. Procedural communication practices relate to how clearly schools communicate defined steps, rules and expectations that guide employees’ routine tasks. When procedures are effectively communicated, employees understand their roles, avoid task conflicts, apply resources efficiently and maintain consistent performance. Scholars such as Rice (2008) and Marutlulle (2023) highlight the critical role of clear procedures in promoting precision and reducing waste, while Robbins, Odendaal and Roodt (2003) show that procedural clarity significantly predicts employee performance. Distributive communication practices involve the communication of reward systems, fairness in criteria for promotions and clarity in how benefits are allocated. Studies by Lamont and Favor (2017), Swai and Malingumu (2022) and Akpan and George (2023) demonstrate that transparent and fair reward communication enhances motivation, job satisfaction and commitment while reducing conflict and dissatisfaction among school staff. Interactional communication practices refer to the quality of interpersonal and intergroup communication, whether mediated through digital technologies or conducted face-to-face. These practices shape work relationships, psychological wellbeing, information flow and the degree of employee involvement in decision-making. Research (Tidström et al, 2018; Broom and Sha, 2013; Ndubueze and Oputa, 2021; Mohamed and Abidin, 2021) shows that open, inclusive and respectful interactional communication strengthens trust, encourages collaboration and promotes productive teamwork. Conversely, restrictive or coercive interaction patterns diminish efficiency and limit employee engagement, as noted by Eliud, Paul and Peter (2023), who found that downward-only communication reduces internal efficiency in schools.

Communication practices strongly affect employee performance in private secondary schools. Employee performance is typically assessed in terms of task performance, contextual (extra-role) behaviour and adaptive capacity. Pradhan and Jena (2017) argue that these dimensions collectively determine an employee’s contribution to organisational effectiveness. Empirical studies (Igunnu, 2020; Alabi, 2022; Mohamed and Abidin, 2021) consistently show that organisational communication is a major predictor of improved staff performance in school settings, as it provides clarity, direction, emotional support and opportunities for skill growth. Effective communication enables school managers to plan, organise, direct and control performance processes, and helps employees understand expectations, acquire needed competencies and respond to emerging challenges. Armstrong (2006) explains that communication is central to performance management because it underpins every stage of the goal-setting, monitoring and evaluation process.

Employee commitment represents another central outcome of communication practices. Commitment reflects the extent to which employees identify with organisational goals and desire to maintain membership (Robbins et al, 2014). It may be affective, continuance or normative (Meyer and Allen, 2004), with affective commitment being the strongest predictor of positive behaviour. Research by Nazneen and Miralam (2017) confirms that emotional attachment significantly influences other forms of commitment. Employees demonstrate commitment through punctuality, reduced absenteeism, advocacy for the organisation, willingness to sacrifice and high involvement in work tasks (Akpodiete et al, 2022; Ulabor and Bosede, 2019). Commitment is strengthened when employees perceive that their expectations—such as fair pay, recognition, job security, training opportunities, safe work environment and respectful treatment—are fulfilled (Tench and Yeomans, 2009). Schools that create such conditions reduce turnover, foster higher satisfaction and benefit from stronger performance outcomes. Ulabor and Bosede (2019) show a positive correlation between commitment and employee performance, underscoring that committed employees are more likely to excel in their roles.

Given this evidence, the role of school managers becomes crucial in shaping communication practices that promote performance and commitment. Leadership practices that ensure openness, inclusivity, timely information sharing, supportive feedback, empathetic listening and collaborative problem solving help nurture a positive organisational climate where workers feel valued and empowered. When communication systems function effectively, employees understand expectations, trust leadership decisions, engage more actively in school activities and ultimately contribute to improved organisational outcomes. Hence, literature strongly suggests that the quality of organisational communication practices in private secondary schools has direct implications for staff performance, commitment and the overall attainment of educational goals.

3. Theoretical Review

This study is anchored on three theories: General Systems Theory, Bureaucratic Communication Theory, and Maslow’s Hierarchy of Needs. General Systems Theory, developed by Ludwig von Bertalanffy, emphasizes interdependence, interaction and adaptability within and between organisational subsystems, making it relevant for analysing how communication flows shape relationships and performance in school settings. Bureaucratic Communication Theory, proposed by Max Weber, highlights formal structures, rules, procedures and hierarchical authority, providing a basis for understanding how procedural communication practices promote order, consistency and reliability in private secondary schools. Maslow’s Hierarchy of Needs explains human motivation through a progression of needs, and is particularly useful for understanding distributive communication practices, as it shows how meeting employees’ physiological, safety, social, esteem and self-actualisation needs can strengthen motivation, performance and commitment.

4. Methodology

This study adopted a survey research design and was carried out in Rivers State, using a population of 15,360 employees across 768 fully accredited private secondary schools, based on data from Rivers State Education Management Information System accessed in March 2023. A sample size of 390 respondents was determined using the Taro Yamane formula at a 0.05 significance level, and participants were selected through the snowball sampling technique across the 23 local government areas. Primary data were collected using Google Forms over a 12-week period, while secondary data were sourced from textbooks, journals, newspapers and online materials. A structured questionnaire comprising demographic items in Section A and sixty-six 4-point scaled items in Section B was used to address the research questions. The instrument was validated by experts in the Department of Linguistics and Communication, University of Port Harcourt, and its reliability was established through the test-retest method, yielding a coefficient of r = 0.82, which indicated acceptable reliability. Quantitative data were analysed using frequency tables, percentages and mean scores generated through SPSS version 23, with a Weighted Mean Score benchmark of 2.5 for decision-making, while qualitative explanation-building guided the discussion of findings. Pearson Correlation was used to test hypothesis H01, and Multiple Regression was used to test H02 and H03, with decisions based on a significance level of p < 0.05 and interpretation of correlation coefficients ranging from weak to perfect relationships.

5. Data Presentation and Analysis

Demographically, the study revealed that female respondents (208) slightly outnumbered male respondents (182) by 26 (6.6%). The majority of participants fell within the age brackets of 26–35 years (36.4%) and 36–45 years (34.9%), while the least responses came from those aged 56–65 years (2.8%). Single respondents (221) were more than married respondents (169) by 13.4%. Regarding educational qualifications, 243 respondents (62.3%) held HND/B.Sc., while 9 (2.3%) had diplomas, and the remainder possessed master’s or PhD degrees. Most respondents (81.8%) had 13–24 months of work experience in their current schools, 76.9% were full-time staff, and non-managerial staff (261, 66.9%) exceeded managerial staff (129, 33.1%). This demographic profile indicates that the data were largely collected from active, intellectually capable staff members, who could provide informed responses likely to positively influence research outcomes.

Questionnaire items 1–17 were designed to address the first research objective, which investigated the procedural communication practices of private secondary schools in Rivers State, with selected items presented in Table 1.

Table 1: Procedural Communication Practices Prevalent in Private Secondary Schools in Rivers State

ITEMS	SA (4)	A (3)	D (2)	SD (1)	SUM ∑	WMS	Decision
The recruitment process in my school is usually based on merit (i.e. devoid of unfair judgment and favouritism)	150   600	129   387	37   74	74   74	390   1135	2.91	Agreed
Upon recruitment, newly employed staff in my school are provided with letters of employment contract detailing clearly, the agreed remuneration, terms and conditions of service for the job.	62   248	86   258	119   238	123   123	390   867	2.2	Disagreed
The formal rules and procedures of my school are consistently administered by the management, without bending or boycotting same to favour some against other staff members.	79   316	100   300	131   262	80   80	390   958	2.46	Disagreed
Newly employed staff are usually assigned roles in which they are best suited.	62   248	103   309	148   296	77   77	390   930	2.39	Disagreed
Members of staff in my school are aware of whom (i.e. the superior designate) they are accountable to or report to regarding issues in their job performance.	111   444	175   525	103   206	1   1	390   1176	3.02	Agreed
Grand Mean						(2.55)	Agreed

Table 1 showed a grand mean of 2.55, indicating that, on average, respondents accepted the suggested positive statements regarding procedural communication practices in private secondary schools in Rivers State, although some items received disagreement.

Questionnaire items 18–22 were designed to address Research Objective 2, which focused on assessing the distributive communication practices of private secondary schools in Rivers State, with selected items presented in Table 2.

Table 2Distributive Communication Practices of Private Secondary Schools in Rivers State.

ITEMS	SA (4)	A (3)	D (2)	SD (1)	SUM    ∑	WMS ∑/390	Decision
The staff salary structure in my school is standardized; as it ensures equity and fairness in the allocation of rewards among staff members on the basis of clearly defined criteria	124	321	266	119	830	2.13	Disagreed
Staff members in my school receive their pay as and when due	184	267	294	108	853	2.19	Disagreed
The criteria for staff promotion or pay raises in my school are non-discriminatory but based on merit	248	306	256	98	908	2.33	Disagreed
Staff members in my school who performed excellently in their jobs are deeply appreciated and given credit or special recognition	292	333	276	68	969	2.49	Disagreed
Staff members in my school are duly compensated for their selfless services rendered outside official work hours (i.e. good organisational citizenship behaviour is encouraged).	280	297	154	144	875	2.24	Disagreed
Grand Mean						(2.28)	Disagreed

Table 2 indicated a grand mean of 2.28, falling below the minimum standard for acceptance, which shows that respondents disagreed with the suggested positive statements on distributive communication practices in private secondary schools in Rivers State.

Questionnaire items 23–35 were used to address Research Objective 3, aimed at evaluating the interactional communication practices of private secondary schools in Rivers State, with selected items presented in Table 3.

Table 3 Interactional communication practices of private secondary schools in Rivers State.

ITEMS	SA (4)	A (3)	D (2)	SD (1)	SUM    ∑	WMS ∑/390	Decision
Staff members in my school are provided with opportunities to freely express their concerns to their superiors, without being shut out.	292	300	184	125	901	2.31	Disagreed
Staff members at all levels, are allowed to participate in the decisionmaking process on matters which directly affect them.	312	357	210	88	967	2.48	Disagreed
Staff members are provided with an enabling environment that fosters free interaction, collaboration and cooperation with colleagues, at all levels.	268	456	232	55	1011	2.59	Agreed
Staff in my school are provided with effective feedback mechanisms whereby constructive criticisms or reactions to unprofessional conducts, policies and programmes of the school are gauged.	328	381	196	83	988	2.53	Agreed
Grand Mean						(2.71)	Agreed

Table 3 revealed a grand mean of 2.71, indicating that, on the whole, the statements on interactional communication practices of private secondary schools in Rivers State were accepted as positive, despite some disagreements.

Questionnaire items 36–51 were used to address Research Objective 4, which sought to determine the extent of effectiveness of the organisational communication system in private secondary schools in Rivers State, with selected items presented in Table 4.

Table 4 Extent that organisational communication has been effective in private secondary schools in Rivers State.

ITEMS	VHE (4)	MHE (3)	LE (2)	VLE (1)	SUM    ∑	WMS ∑/390	Decision
To what extent has your school's internal communication system been effective in promoting authentic communication among staff members?	212	489	306	21	1028	2.64	Moderately High Extent
To what extent has your school's internal communication system been effective in promoting cultural tolerance among staff members?	204	564	210	46	1024	2.63	Moderately High Extent
To what extent has your school's internal communication system been effective in promoting decency in staff professional conducts?	176	501	264	47	988	2.53	Moderately High Extent
To what extent has your school's internal communication system been effective in promoting a positive organisational climate?	320	456	256	30	1062	2.72	Moderately High Extent
Grand Mean						(2.67)	Moderately High Extent

As shown in Table 4, the grand mean of 2.67 indicated that respondents affirmed a moderately high extent of effectiveness of the organisational communication system in private secondary schools in Rivers State.

Questionnaire items 52–58 were used to address Research Objective 5, which examined the influence of organisational communication on staff performance in private secondary schools in Rivers State, with selected items presented in Table 5.

Table 5.Influences that Organisational Communication Practices have on Staff Performance in Private Secondary Schools in Rivers State.

ITEMS	SA (4)	A (3)	D (2)	SD (1)	SUM    ∑	WMS ∑/390	Decision
The communication practices of my school have helped to maintain a boost in staff morale and self-efficacy.	132	699	246	1	1078	2.76	Agreed
The communication practices of my school, through regular staff training and development programmes, have significantly improved the skills and competences of staff members, necessary for successful completion of job task.	280	438	310	19	1047	2.69	Agreed
The communication practices of my school have enhanced the effectiveness of staff job performance, leading to impressive desired outcomes.	236	585	192	40	1053	2.70	Agreed
The communication practices of my school have strengthened the bond of friendship and unity among staff members, leading to effective team spirit and teamwork in the attainment of corporate objectives.	248	555	246	20	1069	2.74	Agreed
Grand Mean						(2.68)	Agreed

Table 5, with a grand mean of 2.68, indicated that respondents accepted the suggested positive statements regarding the influence of communication practices on staff performance in private secondary schools in Rivers State.

Questionnaire items 59–66 were used to address Research Objective 6, which sought to ascertain the extent to which organisational communication practices affect the level of staff commitment in private secondary schools in Rivers State, with selected items presented in Table 6.

Table 6 Extent that organisational communication practices affect the level of staff commitment in private secondary schools in Rivers State.

ITEMS	VHE (4)	MHE (3)	LE (2)	VLE (1)	SUM    ∑	WMS ∑/390	Decision
To what extent have your school's communication practices enhanced the level of staff punctuality?	324	684	144	9	1161	2.98	Moderately High Extent
To what extent have your school's communication practices reduced the rate of staff turnover?	132	690	150	52	1024	2.63	Moderately High Extent
To what extent have your school's communication practices reduced the level of deviant or antisocial behaviour of staff members, which antagonises core values in the work place?	320	525	212	29	1086	2.79	Moderately High Extent
To what extent have your school's communication practices reduced the level of staff complacency and lackadaisical attitude to work?	396	363	286	27	1072	2.75	Moderately High Extent
Grand Mean						(2.71)	Moderately High Extent

Table 6, Grand mean of 2.71 indicated that communication practices of private secondary schools have affected the level of staff commitment to a Moderately High Extent.

6. Discussion of Findings

The hypotheses tests showed that organisational communication practices significantly shape communication effectiveness, staff commitment and staff performance in private secondary schools in Rivers State. The Pearson Correlation for H01 indicated a significant moderately positive relationship between communication practices and communication effectiveness (r = .723, .000≤p<0.05), leading to the rejection of the null hypothesis. Regression results for H02 and H03 also showed significant effects of communication practices on staff commitment (R = .666, R² = .444, F(3,386) = 102.608, .000≤p<.005) and staff performance (R = .796, R² = .633, F(3,386) = 222.145, .000≤p<.005), with all predictors statistically significant, which led to the rejection of both null hypotheses. These outcomes were supported by the descriptive findings which showed that although procedural communication practices were generally affirmed as prevalent, they lacked adequate documentation, consistency and role alignment, contradicting Weber’s principles of formalisation, rationality and specialisation, and contributing to the ‘casualisation’ of staff reported by Fapohunda (2012). Distributive communication practices were significantly poor, lacking fairness and transparency, consistent with studies showing that poor remuneration and irregular salary payments undermine teacher morale (Ahmed, 2023; Osayande, 2024). Interactional communication practices were moderately positive but not fully inclusive or responsive, aligning with systems theory which emphasises interactivity and openness. Overall, organisational communication systems were found to be moderately effective (grand means 2.67–2.71), supporting the IABC principles of authentic communication that strengthen trust and organisational climate. Communication practices were also found to influence staff performance positively, consistent with Sharp’s (2023) view that appreciative communication boosts morale, and with Alabi (2022) who linked open and honest communication with team cohesiveness. Staff commitment was also moderately affected, although this contrasts with studies such as Akpodiete et al. (2022) which attributed poor commitment to inadequate reward systems, reinforcing Maslow’s (1943) argument that meeting staff needs is fundamental for improving work attitudes.

7. Conclusion and Recommendations

The study concludes that communication is central to effective staff management, as organisational communication practices exert a significant influence on staff performance in private secondary schools in Rivers State, underscoring the need for a healthy psychological work climate built on sound communication ideals. Consequently, the study recommended that school owners and managers should strengthen formalisation to ensure clarity, consistency and adherence to contractual norms; improve distributive communication by promoting transparency, fairness and genuine concern for staff wellbeing; and foster interactional communication that is inclusive, open and responsive to staff needs. They should also enhance the effectiveness of their internal communication systems by aligning them with global best practices and relevant labour standards, and adopt an integrated communication approach that harmonises procedural, distributive and interactional practices for maximum positive impact on performance. Above all, management should demonstrate real commitment to fulfilling contractual obligations and meeting staff expectations, as this will deepen trust, strengthen staff commitment and promote a more productive organisational climate.

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