The Influence Of Interpersonal Communication On Secondary School Teachers' Job Satisfaction And Commitment In Kogi State, Nigeria

Abstract

This study investigated the influence of Interpersonal Communication on
Secondary School Teachers' Job Satisfaction and three types of
Commitments in Kogi State, Nigeria . With a survey research design, using
structural questionnaire to collect data from a sample of 400 respondents
from a study population of 4890 teachers in the services of Kogi State
Teaching Service Commission. Data were subjected to frequency count,
percentage, mean and standard deviation. Multiple regression was used
for inferential analysis. Support was found for the existence of statistically
significant relationships between interpersonal communication and job
satisfaction. Similarly, each of the four types of relationships (Superior,
Peer, Student and Parents) has statistically significant relationship with
job satisfaction. Also, interpersonal communication correlates with each
of the three types of commitments (normative, continuance and affective).
Analysis of coefficient showed teachers interpersonal communication with
peers and parents as statistically significant under normative commitment
while affective and continuance were not. This study observed that
participation in work setting, respects for the feelings and aspiration of
one another and sharing relevant information at individuals' disposals
while making trust the watchword of the relationships, communication
relationship with parents are important predictors of teachers' job
satisfaction and commitment.