COMMUNICATION PRACTICES IN THE MANAGEMENT OF COLLEGES OF EDUCATION IN SOUTH EAST NIGERIA

Abstract

This study was designed to investigate communication practices in the management of Colleges of Education in South East Nigeria and the strategies that will help enhance the communication practices. Five research questions and three null hypotheses were formulated to guide the study. A descriptive survey research design was adopted. Population of the study was 26,790 respondents. The  sample  of  the  study  is  1025  respondents.  Simple  random  sampling technique was used to select 5 colleges of education in south east, Nigeria and

1025 respondents comprising 252 academic and non-academic staff and 773 final year students that constitute the  sample for the  study.  Self  developed questionnaire with three sections, checklist and interview schedule were used as instruments for data collection. The internal consistency reliability for cluster A was .87, cluster b .79, cluster c .81 and cluster d .82. The reliability co-efficient of the questionnaire instrument was calculated to be 0.82 using Cronbach Alpha formula. For the research questions and three null hypotheses, tested at 0.05 level of significance were used for the study. Mean and standard deviation were used to answer the research questions, qualitative analysis was used to present the  interview,  and  checklist  was  analyzed  with  percentages,  while  t-test statistics was employed to test the hypotheses. The study revealed that modern communication faculties are not available in most of the colleges of education in South East, Nigeria and that the communication practices are utilized at low extent in these colleges. It was also found out that communication practices could be enhanced by constant face-to-face meetings, active listening and transparency.  These strategies are necessary for effective communication in the management of colleges of education. The extent to which college management improves on their communication practice determines the success  or failure of the  college  management.  Based  on  the  findings,  recommendations,  use  of concise language, constant face to face meetings and good communication flow among others were made and suggestions for further studies were given.

CHAPTER ONE

INTRODUCTION

Background of the Study

Communication system in any organization like school is very vital to the survival and smooth running of the organization. Without communication process, managerial, administrative and academic functions will be difficult to achieve in the school. Communication is crucial to worker involvement in the sense that it will help increase mutual understanding between management and subordinates in order to enhance productivity. Employees need information as well as management need feedback from employees. Through communication, management can establish mutual understanding and exchange of ideas, information, experience and innovation for peaceful co-existence, conflict resolution, cumulative development, progress and well-being of the organizational structure. A good communication network in a school, therefore, helps to orient workers and increase staff involvement and commitment to the main objectives of the system (Sareen and Kumari 2011).

Communication therefore has been defined by Conrad and Poole (2005) defined  communication  as a  process  through  which  people,  acting  together create, sustain and manage meanings through the use of verbal and non-verbal signs and symbols with a particular context. Wayne, Cecil and Tarter (2013) view communication as a relational process during which sources transmit messages using symbols, signs and contextual cues to express meaning and

influence behavior. Again, communi1cation from the view of Nakpodia (2010) is

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the ingredients, which makes organization; it is the vehicle through which the basic management and administration functions are carried out.

Similarly, Keyton (2011) sees communication as a process of transmitting information and common understanding from one person to another. Essene (2000)  sees  communication  as  the  transfer  of  thought  from  one  person  to another by post telephone,  tele-printer and  messages or by  other means. It involves transmission of memorandum reports; order estimates, quotations drawing and samples. Wherever two or more people work together, there is a need for interpersonal communication, the more effective the communication the higher the probability of effective joint social action. Thus if two individuals clearly  invested  the     roles  they  are  going  to  undertake  and  have  clear expectations as to what each is to do in a particular situation, the probability is greater that they are going to be able to work together effectively. If there is no such  clear  understanding  of  the  roles,  the  probability  diminishes. Communication is therefore, central to all human behaviours. According to the researcher, communication is a process that people use to exchange messages and share meanings about their ideas and feeling with one another.

Communication process is the means and stages of communication, (Udeze, 2005). According to Yalokwu (2002), communication process involves four major elements namely: sender, message, channel and receiver. The sender initiates the communication. In a school, the sender is a person who has a need or desire to convey an idea or concept to others. The receiver is the individual to whom the message in sent. The sender encodes the idea by selecting words,

symbols, or gestures with which to compose a message. The message is the outcome of the encoding, which takes the form of verbal, non-verbal or written language. The message is sent through a channel which is the carrier of the communication. The medium can be face-to-face conversation, telephone call e- mail or written report. The receiver decodes the received message into meaningful information. Finally, feedback occurs when the receiver responds to the sender’s message and returns the message to the sender. Feedback allows the sender to determine whether the message has been received and understood. (Keyton, 2011).

The elements in the communication process determine the effectiveness of communication. A problem in any one of these elements can reduce communication effectiveness, (Keyton 2011). For example information must be encoded into a message that can be understood as the sender intended. For written  media,  the  college  management  may  choose  from  memos,  letters, reports, bulletin, handbooks, newsletters and the like, for verbal media, choices include face-to-face conversations telephone, computer, public address systems, closed-circuit,  verbal media,  television,  tape-recorded  messages,  sound  slide shows,  expressions,  body position  and  even  clothing  can transmit message, when feedback does not occur, the communication process is referred to as one- way  communication.  Two-way  communication occurs with  feedback and  is more desirable.

Channel of communication is the means by which messages are transmitted,(Ajileye,2004). Channel of communication is the recognized and

predetermined means through which message can be transmitted in an organization, (Udeze, 2005). This channel can be formal or informal. Formal channels are methods sanctioned by the organization and are related to such organizational goals as regulation and  innovation (Wayne,  Cecil and  Tarter

2013).   When   individuals   communicated   through   informal   channels   and networks, they are using grapevines.  Grapevine is the spread of communication or information through unofficial sources. It could be go ssip or rumours. The direction of informal and formal channels can be vertical, horizontal, down- ward, upward or diagonal as well as one or two-way communication. Wayne et al (2013) see channels or networks as simply methods, vehicles or forms a message travels in organizations such as schools, they are lines of communication. These channels are discussed below:

Firstly, vertical channel of communication is the flow of communication from downward to upward direction, (Udeze 2005). It is the communication that takes  place   between   people   and   those   above   and   below  them   in   the organizational hierarchy; it takes place usually along formal reporting lines as between management and their subordinates. Downward communication flow is used for giving out instructions from top level to lower level, (Guo and Sandez

2005). Again, it is a flow of communication from people at higher levels to those at lower levels in the  organizational hierarchy, for example from the management through the deans of faculties to head of departments to academic or non academic staff and finally the students.

Secondly, upward channel: This is information or messages that emanates from subordinates to the superiors until it gets to the top of the hierarchy in any organizational set up, (Udeze 2005), for example is a message from students through academic or non academic staff to the heads of departments to deans of faculties to the management.

Thirdly, horizontal channel: This is the flow of communication across departments or units, usually from employees of the same status or heads of different units, (Ajileye, 2004). It is also a flow of information between peers or colleagues on the same or similar organizational levels such as among staff, heads of departments, deans of faculties or management. The major purposes of horizontal communication are sharing information with colleagues, resolving conflict, coordinating tasks, solving problem and building rapport (Wayne et al

2013).

Fourthly, diagonal channel is the flow of information involving persons from different levels which are not in direct reporting relationship with each other. The informal channel refers to as grapevine, members of the organization bye – pass the normal chain of command to relay information that is build around  the  social  relationship  of  the  members  of  the  organization.  It  is  a situation where for instance a clerk passes his supervisor or head of unit or head of department to report directly to the dean of faculty.

The importance of communication in colleges of education in South East Nigeria cannot be overemphasized. It means that in the management of the colleges of education, and for the colleges to achieve its set goals and objectives

effective communication is involved. (Wayne et al 2013) rightly asserts that communication plays such a central role in schools that the key issue is not whether management, staff and students engage in communication but whether they communicate effectively. The college management runs the affairs of the college; they make a lot of decisions, plans, organize people and material resources, co-ordinates the activities of both academic and non academic staff and generally ensure that the educational goals are kept in view. Performing these functions obviously requires communication. They also communicate with academic and non academic staff, students, colleagues, the community members and  the  governing  council,  through  telephone  and  discussion.  They  hold meetings and conferences, browse the internet, hold interviews with members of the public and clients of the college. Since the world is dynamic and there is new developments in communication technologies; computer age and job description flexibility in recent times, it has become necessary for the management of colleges of Education in South East Nigeria to acquire and constantly update their knowledge on communication practices which will enhance the management of colleges of Education.

Communication   practices   are   many   different   ways   to   exchange information or transfer messages, it could be through reading, writing, speaking, listening, visual means, technology, the media and numeric, (Yusuf 2005). Hall (2009) defines communication practices as ways of ensuring that voices are heard by different people in different languages at different levels, in different contexts and at different times. Practice therefore is a way of doing something

that is habitual or regular. The management is expected to demonstrate proficiency in listening, oral and written communication practices and at the same time be aware of their non-verbal behaviour and be skilful of “reading” their subordinates. For the purpose of this study, the researcher sees communication practice as different ways of communicating regularly for effective information dissemination and effective college management. The management should also possess a high degree of communication technology, skills so as to help their subordinate increase their abilities in communication.

Modern  communication  technological  advancement  provides  opinions that speed up and enhance communication in offices and college management. The use of modern electronic mail,  voice mail, faxes, cellular phone, laptops, computers, e-mail, handheld pen-based electronic notepads, CD – ROM information storage tele-conferences and video- conferences make it possible for people scattered all over the country and the world to communicate without being in a room, (Kwache, 2005).

Many organizations (schools) can operate from “visual offices” like traditional business but are actually a network of workers connected with the latest technology. This is to tie together all parts of school to allow them to work together, which will enable work groups to share computing software, hardware   and   transmit   pictures,   documents   and   through   networking   of technology to bring about effective communication in management of colleges of education. This is why Yusuf (2005) describes communication technology as a term used to provide opportunities for students and faculty to communicate

with one another through e-mail, mailing lists, chat rooms and others. It also provides quicker and easier access to more extensive and current information, and can be used to carry out complex, mathematical and statistical calculations. This means that communication  technology  application facilitates efficiency and effectiveness in achieving educational objectives through management. Osuwa (2002) outlined the functions of communication technology with regard to college management. These are; “to enable us to increase the capacity, flexibility and efficiency of channel for collecting information, it enables us to select the actual information we require at anytime from different sources, it enables us to transform, collect and select information, which needs to be re- arranged and recorded for presentation in different ways.”

Management therefore could be said to be the guidance or direction of people  towards  organizational  goals  or  objectives  (Akinnubi,  Gbadeyan, Fashiku and Kayode, 2012). Based on the functions above, management is also the co-ordination of the resources in an organization through the process of planning, organizing, directing and controlling activities in the organization in order to attain organizational goals, Millins, (2005). In the school system, the management and staff perform the same management functions to rational organization and efficient utilization of school resource to maximally achieve school goals at different stages, (Akinnubi et al, 2012). In the management of colleges of education, communication is needed in both lecturing and administration. The effectiveness of the communication will promote the efficiency of the management of colleges of education. For the purpose of this

study, management in defined as the act of purposeful action of planning, organizing,   directing,   communicating  and   controlling  scarce  human  and material resources to achieve organizational goals. It is the act of getting things done through others. With effective management, colleges of education educational objectives will be achieved.

Colleges of education are teacher education institutions which have as their objective the production of highly motivated, conscientious and efficient classroom teachers for the primary and post primary levels of our educational system, page 197, (Ogbonnanya, 2010). The National Policy on Education, page

39, (2004) enumerates the goals of colleges of education as follows;

“produce highly motivated, conscientious and efficient classroom teachers for primary and post-primary levels of our educational system, encourage further the spirit of enquiring and creatively in teachers, help teachers to fit into social life of the community and  the society at large and enhance their commitment to national goals, provide teachers with the intellectual and professional background adequate for their assignment and make them   adaptable to changing situations and enhance teacher’s commitment to the teaching profession”.

These  objectives  are  achieved  through  teaching,  research and development,  virile  staff  development  programmes,  generation  and dissemination of knowledge and inter-institutional co-operation which involves a lot of communication.

When communication is not properly need, in colleges of education in South East Nigeria pose a lot of negative effect in college management, which cause educational goal misplacement and creates impediment in teaching and learning processes. It creates bad relationship between the college management

members of staff and students which resulted to conflict in carrying out their primary duties. The poor communication network in the system created the spirit of distrust and fear. Any college where fear, distrust and threat are rife, communication will be undermined and any message received under such circumstances is viewed with skepticism and people in this case may not be willing to participate in certain communication encounter (Ikwuje 2002). Therefore, teaching and learning process in colleges of education will be poorly enhanced.

The researcher is motivated to study the communication practices in the management of colleges of education is South East Nigeria for obvious reasons. In the first place, effective communication flow, immediate feedback, proper dissemination of information among others in colleges of education seems not be  achieved  in  South  East,  Nigeria.  Studies  such  as  Aluede  (2001)  and Adeyemi, Ekundayo and Alonge (2010) found that there is wide communication gap between the management and the students of tertiary institutions because the management denies the students the opportunity of being part of policy making decision in related matters of their welfare which results to students crisis and unpeaceful environment. Iwambe (2002) observed that most management of colleges of education are either lukewarm to information meant for members of staff and students or they communicate in a haphazard manner that the intended message never reaches the staff or students in a manner they can properly decode. The consequences of this are budget deficiency, failure of accreditation and delay of degree graduants going for youth service.   This in

turn mars the communication machinery of the college and the college fails to realize its educational goals. It is in this way that poor communication practice in  the  college  breeds misunderstanding,  suspicion,  mistrust,  rumors,  creates conflict between the management and members of staff, and causes students crisis, delay in academic calendar and failure of accreditation of some faculties in the colleges of  education. Ikwuje (2002) found that communication between the management and members of staff are filtered through rumours and counter rumours because of the existence of communication gap due to poor communication practices, and this causes misinterpretation and misunderstanding.

Secondly, the problem of communication practices highlighted above can result   in   poor   instructional   delivery,   conflict,   poor   management,   poor motivation of workers and communication break down in the colleges of education. Hence the need to conduct a research like this that focuses on communication practices in the management of colleges of education in South East Nigeria and strategies that could help address the problem.

Statement of the Problem

Poor communication in colleges of education in South East, Nigeria has been  a  great  concern  to  the  management,  members  of  staff  and  students. Effective communication practices are virtually indispensable. Poor communication practices could be as a result of poor communication facilities which may equally lead to delays in college programme, academic calenders, students’ welfare and preparation for accreditation. This may equally affect the

realization  of  colleges of education  goals or objectives as stipulated  in the National Commission for Colleges of Education (NCCE) by the Federal Government of Nigeria. This, according to the studies at the background has affected adversely the performance of administrative functions by the college management.

The problem of this study therefore put in question form are: why are communication practices ineffectively used by the college management? What can be done to improve the communication practices in management of colleges of education in South East, Nigeria? Hence the need for the study.

Purpose of the Study

The main purpose of this study is to investigate the communication practices in the management of colleges of education in South East Nigeria. Specifically, the study seeks to:

1.       Identify the communication facilities available in colleges of education in

South East, Nigeria.

2.       Find  out  the  communication  practices  in  existence  in  colleges  of education in South East, Nigeria.

3.       Determine the extent of utilization of these communication practices in the management of colleges of education in South East, Nigeria.

4.       Find out the problems associated with communication practices in the management of colleges of education in South East, Nigeria.

5.       Suggest strategies that could  enhance  communication practices in the management of colleges of education in South East, Nigeria.

Significance of the Study

The   findings   of   this   study   have   both   theoretical   and   practical significance. The theoretical significant is anchored on human relations theory.

Human relations theory was promulgated by Mary Packer Follett who was   against   the   classical   management   theorists   who   emphasized   the achievement of organizational objectives at the expense of workers welfare. The human relations theory emphasizes that when workers are treated humanely that they can have the motivation to participate actively in the achievement of organizational goals. Human relations theory also focused on communication, building and maintenance of good relationship among various groups of people within the organization. Human relations theory emphasized that dynamic interpersonal relationship promotes success in cooperating with one another in an organization. In the management of colleges of education in South East, Nigeria, the theory can be applied to solve the problem posed by poor communication  practices  in  college  management  and  also  identify  some strategies like organizing seminars interpersonal communication, constant face- to-face meetings, encouraging dialogue with staff and students, among others, for enhancing communication practices in college management. .

Practically,   the   findings   of   this  study   will   be   beneficial   to   the government, governing council of the colleges of education, the management, and members of staff, students and researchers. The study will be of immense benefit to the government since proficiency in communication which the study reveal  is  one  of  the  yardstick  which  government  uses  in  selecting  human

resources into the colleges of education system. This will guide them in formulating policies for effective management of colleges of education bearing in mind the problem of communication practices that may affect polices.

The result of this study will help the governing council of the colleges of education in determining effective solution of reducing poor communication practices usage. The governing council will utilize the findings in organizing periodical workshops and seminars for stakeholders to be properly educated on interpersonal and organizational communication.

Management of colleges of education will benefit from the finding of this study through in-service training programme so that they will be equipped with the types of  communication practices that will be useful in enhancing college of education management. The management will also benefit from the finding of this study by being equipped with the communication practices that will be useful in enhancing college management. Also, the management where communication is indispensable will be equipped with effective communication practices through seminars and workshops to make decision, communicate and coordinate activities of staff in college management. The management will also utilize  the  findings  in  organizing  interpersonal  relation  courses  in communication for the management and the staff.

The findings of this study will help the members of staff in reducing drastically the dilemma in communication which poses a risk for possible disagreements and conflicts because of poor communication practices by attending   conferences   and   lecture   on   organizational   and   interpersonal

communication.   The   findings   will   help   staff   become   more   clear   and unambiguous when they communicate with one another. This will be achieved through attending seminars and workshops on interpersonal communication.

The students will benefit from the findings since it has been established that poor communication practices cause problems in colleges that affect students.  Therefore,  the  students  will  have  effective  teaching  and  learning because of the peaceful and conducive atmosphere created by good communication practices. Finally, this study will function as a reference for researchers whenever they are carrying out studies in related areas in communication.

Scope of the Study

This study is de-limited to the federal and state colleges of education in South East, Nigeria. South East is one of the six geo-political zones in Nigeria. South East zone in made up of five states, namely: Anambra, Abia, Enugu, Ebonyi and Imo.

In terms of content, the study will focus on identifying the following; the communication facilities available in colleges of education, the communication practices prevalent in these college of education, the extent of utilizing these communication practices in the management of these colleges of education, the problems associated with poor communication practices in the management of these colleges of education as well as identifying the strategies that will be used to address the problem.

Research Questions

The following Research Questions were formulated to guide the study:

1.       What are the communication facilities available in colleges of education in South East, Nigeria?

2.       What are the communication practices in existence in the colleges of education in South East, Nigeria?

3         To what extent are communication practices utilized by the management of colleges of education in South East, Nigeria?

4.       What are the problems associated with communication practices in the management of colleges of education in South East, Nigeria?

5.       What are the strategies that will enhance communication practices in the colleges of education in South East, Nigeria?

Hypotheses

The following null hypotheses were formulated to guide the study and were tested at 0.05 level of significance.

Ho1:  There is no significant difference between the mean ratings of the staff and  students  on  communication  practices  prevalent  in  colleges  of education in South East, Nigeria.

Ho2: There is no significant difference between the mean ratings of the staff and students on the extent of utilizing these communication practices in colleges of education in South-East, Nigeria.

Ho3:  There is no significant difference between the mean ratings of staff and students on  the  strategies that  will  help  address the  problem of  poor communication practices in colleges of education in South East, Nigeria.

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