The Relationship of School Administrators Communication Styles and Teachers Motivation Among Senior High Schools in Sulu

Abstract

The focus of this study was the relationship of the communication styles on the motivational variables. Specifically, the communication styles are the Assertive Communication Style; Aggressive Communication Style; Passive-Aggressive Communication Style; Submissive Communication Style; and Manipulative Communication Style. The motivation variables in terms of Existence Needs; Relatedness; and Growth Needs. The result revealed a significant positive relationship of the communication styles on motivational variables on teachers’ teaching performance. This result confirmed the communication style of the school administrators as perceived by the randomly selected teachers from the thirteen different National High Schools in Sulu. The one hundred respondents no one said that they use Assertive Communication Style; Aggressive Communication Style; Passive-Aggressive Communication Style; Submissive Communication Style; and Manipulative communication style extensively and at all times or always. Aggressive communication style is consistently utilized in few times by the school administrators to their teachers and other school stakeholders and was applied occasionally by the Administrators of the schools in the Town of Jolo only. Passive Submissive Communication Style are used by the administrators from the remote areas occasionally, while the administrators from the town of Jolo and Maimbung employed this communication style in few times. Assertive communication style was applied by administrators often, while administrators from Luuk and Parang used it occasionally. The teachers highly motivated in terms of Existence Needs; Relatedness; and Growth Needs In closing, the communication styles were used by different group of people in different manner and at different extent; however, an effective communicator is one who could transmit his message accurately regardless of his communication style. The implication of this findings means that administrators who apply different styles of communications appears to be related to the motivational strategies to motivate in terms of existence needs; relatedness; and growth needs their teachers highly, would in turn enjoy high teaching performance among teachers.