Asian Journal of Education and Social Studies

The leadership of educational institutions in Nigeria is a strategic factor in answering geographical challenges. Leadership can focus more on technology integration and curriculum innovation. Meanwhile, school principals are required to overcome the limitations of facilities by building collaboration networks, finding creative solutions to transportation constraints, and motivating teachers to be willing to work in remote areas. Leadership that is adaptive to local needs is the key to success. This review synthesises recent scholarship on how principals manage communication with teachers and how such management influences academic outcomes, mainly through indirect pathways. The paper positions communication management as a set of deliberate Principal–teacher communication is a central leadership process through which public secondary schools coordinate instruction, sustain teacher motivation, and create conditions that support students’ academic performance. In Nigeria, where public secondary schools frequently operate under resource constraints, heavy administrative demands, and complex accountability expectations, communication management becomes a practical mechanism for translating leadership intentions into classroom practice. leadership practices that include clarifying instructional goals, establishing reliable feedback loops, supporting teacher professional learning, facilitating collaboration, and building relational trust. Through these practices, principals can shape teacher effectiveness, strengthen collegial coordination, and promote a positive school climate—factors that jointly influence learning opportunities and performance. The review further highlights contextual conditions in Nigerian public secondary schools that can either strengthen or weaken communication effects, including role overload, hierarchical organisational norms, uneven leadership preparation, teacher workload, and infrastructural limitations that impede information flow. By integrating leadership-for-learning perspectives with Nigeria-relevant considerations, the article offers an explanatory framework for understanding communication as both an organisational routine and a relational practice that can enable instructional improvement. The review concludes by identifying implications for principal development, school-level management routines, and future research that can more precisely measure communication quality and test causal pathways linking communication management to student achievement in Nigeria.