The objectives of the study were: (1) To do a Role Analysis’ of college principals. (2) To identify the
needs of college principals in communication’. (3) To develop a
self-instructional module in communication’ for college principals. (4)
To administer the self-instructional module in communication’ to the
college principals for self-study. (5) To evaluate the usefulness of the
module through self-appraisal and feedback by college principals.
Sample comprised of 50 principals of colleges of Ahmedabad selected by Multistage cluster sampling.
Tools used for data collection were observation schedule, Needs Assessment Schedule, feedback schedule and informal discussion.
The study was of developmental type.
Data were analyzed using frequency, percentage and qualitatively.
The study had following findings: (1) Role analysis showed that the college principals found themselves involved with tasks which were far removed from their academic or administrative responsibilities, sometimes playing a role they would have hardly envisaged for themselves. (2) Most of the college principals were able to convey an understanding of communication’ though not all were very articulate in their expression of the same. And all of them did show an eagerness to know more about the different parameters of the concept of communication as delineated by the researcher. (3) It was found that a very low percentage of the respondents conveyed always’ and frequently’ having problems with the two main communication mode (oral and written), while high percentage (up to 55) of the respondents conveyed having problems only sometimes’, rarely’ or never’ with the use of the same as also with administrative functions and responsibilities. (4) The researcher observed that the college principals were senior, experienced and equipped enough to combat any problems they may encounter while dispensing their administrative functions and responsibilities. Almost all of the principals conveyed that whatever difficult situations did arise were more due to infrastructural constraints rather than any other factor. (5) The categorization of communication’ into the different functional areas in the need assessment schedule itself prompted the academic layout of the module to be prepared for college principals. (6) The communication module’ has definitely been useful to college principals to help enhance their communication skills and competence to optimally perform at work. (7) The respondents had found the sequencing and flow of the module logical and smooth, and could work through the module within the time frame allotted by researcher of eight to ten weeks.
Keyword(s): Self-Instructional Module, Communication Skills, College Principals, Language Education