CHAPTER ONE

INTRODUCTION Background of the Study

Principals of schools of nursing are confronted with situations that involve a lot of communication. How effective they become depends largely on their ability to apply the appropriate communication skills in their daily interaction with people. Coordinating the efforts of people towards the achievement of objectives and goals in any establishment has administrative communication skills as its main trust. Without communication there will be no good organization. According to Adewale (2001), organization requires understanding if it should achieve its goal. The office of the principal as the nerve centre of the

  establishment deals with communication extensively. The   aim   of

communication is much more than the mere transmission of ideas, it must result in the transmission of meaning that leads to action/s. Communication is a complex process as it involves all the senses, experiences, emotions and intelligence of people ( Beniger & Gusek, 1995). In fact, it is the totality of all the things that one person does to create understanding in the mind of another person.

The primary aim in school administration is the improvement of teaching and learning process. Therefore, all the activities and efforts of the school must be tailored towards employing adequate communication techniques. In order that the school administrator achieves this, he or she must inevitably interact with various groups and individuals within the school, community and with people outside the school utilizing desired communication competence and skills. It is likely that the rampant cases of unrest recorded in many schools of nursing in the South East Zone may be blamed on the principals who may not have addressed adequately, the various cases ranging from increased pressure for candidates seeking for admission, to failure of  Nursing and Midwifery Council of Nigeria (N&MCN) to index all students presented to them. According to Obi (2003), the principals must communicate effectively with their subbordinates and students as well as the School Board ,and the appropriate State and National Agencies. Chinweuba (2004) also asserts that the school administrator must work with the Parents Teachers Association (P.T.A) and the Alumni so as to make remarkable impact in the running of the school. The administrator’s programmes and policies are often influenced by these people or group with whom he/she is in constant interaction with just as his/her administrative decisions affect them.They therefore need to be carried along.

For effective administration of establishments, communication is central and a sine qua non. Hence, in the absence of effective application of organisational communication, a vagary of individualistic and personal goals may most likely mar the organisational objectives. This will inevitably result to stagnation of activities of the teaching-learning process and reduced school tone with resultant poor academic performance of both the students and the school. Some schools in the South East zone have been sanctioned by placing embago on their students intake because they failed to communicate effectively the accreditation requriements to their respective propriators and concerned bodies.     Moris (1984) sees the principal as one occupying a very important position in the school and who most of the time, has his/her mind brimming over with ideas, questions, solutions, directives and plans. For the principal to be able to communicate these ideas, directives and solutions, she/he must be familiar with the basic communication skills so as to interact meaningfuly with every body. Strother (1983) and Walker (1990) maintain that communication skills of principals have been well documented as key to their success as administrators. 

It is disheartening  that some principals lack the most essential skills that would make them effective communicators. Such principals in the South East zone , hardly pay attention  when someone is speaking and are often impatient with people that have difficulty expressing themselves. Hence, this category of principals  draw conclusion before thier interactant/s could land.This attitude is simply unacceptable and is detastable to many people.  The principals  need  to be aware of how they are perceived by others. It is very necessary that the principals become aware of their verbal and non-verbal communication and realize that their approach towards communication should be situational holding others in contemplation each time. 

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