Primary school teachers’ perceptions on primary school headteachers’ communication styles in selected primary schools of Lukulu District, Zambia

This study established the effects of the head teachers’ communication styles on the job performance of teachers in selected primary schools in Lukulu District of Western province in Zambia. The approach used in this research was mixed method. This was chosen because it increased the usefulness and credibility of the results found as data collection and data analysis was done using both quantitative and qualitative. A pragmatic world view was employed in this study because of its practicability and position thought to be well suited to mixed methods. The study used convergent parallel research design to which data is collected concurrently from questionnaires and interviews. The goal of this research was achieved by using an accessible sample consisting of 10 primary school head teachers and 100 primary school teachers. The study was done in 10 primary schools. In the quantitative part of the research, systematic random sampling strategy was used in the choice of the sample for the study. In the qualitative part of the study, non-probability sampling was used. Purposive sampling was used in the identification of respondents to be included in the sample. The research instruments used in this study were Questionnaires and semi-structured interviews. Questionnaires were used for collection of data from the teachers whereas semi structured interviews were used to collect information from the head teachers. In this study quantitative data was analysed deductively using the statistical Package for Social Sciences (SPSS 16.0). On the other hand, qualitative data was analysed inductively by grouping it into categories according to emerging themes.The findings of the study reviewed that the communication styles that were used by head teachers to improve the job performance of primary school teachers included aggressive, assertive, manipulative, open and inclusive. According to the responses from the participants, it was revealed that head teachers’ communication styles had both negative and positive effects on the job performance of teachers in Lukulu District of Western province in Zambia. The study recommended that there was need to encourage teamwork among teachers and head teachers, to be appreciating the teachers’ efforts, allowing teachers to participate in decision making processes, promoting free communication among the teachers, and the head teachers’ creation of safe and secure working environments.