Communication strategies used by headteachers and their effects on academic performance in public secondary schools in Samia district, Kenya

Abstract

This study was carried out to determine whether head teachers communication strategies affect academic performance in public secondary schools in Samia District. The researcher sought to find out the communication strategies used by headteachers in public secondary schools in Samia district, and whether a relationship existed between communication strategies used by headteachers and academic performance. Descriptive survey was used in the study that targeted public secondary schools in Samia district, 224 respondents participated in the study. Questionnaires, document study and interview schedule were used as the instruments of data collection. The analysis of the study revealed the following; Headteachers preferred communicating on assemblies to pass information to all students and teachers. They also have a role of being open-minded and receptive of any information among teachers, students and support staff. Teachers preferred headteachers to attend school regularly, hold staff meetings, and recognition sessions, involve them in decision making all of which would enable effective implementation of the curriculum resulting in good academic performance. Students preferred holding open forums with the headteacher, organised guidance and counselling sessions and person to person talk to enhance academic performance. Students said that their competitive academic spirit is stirred when headteachers rewards their academic efforts. Students and teachers emphasized that individual meeting is an ideal tool to communicate sensitive issues, especially on students' academic progress and behavioural issues. Basing on the perception of headteachers, teachers, and students, the relationshi p between communication strategies and academic performance is directly proportional. The Communication strategies given least preference are facial expression, suggestion box and prefects body. Support staff agreed that they hold meetings but headteachers are never committed to implementation of whatever information that is passed. Thus killing their morale resulting to poor service delivery. In similar vein it was discovered that conditions which reduce effective communication were revealed as follows: Headteachers and students absenteeism, distortion of information, lack of motivation and involvement of teachers in school management, lack of timeliness of the message, attitude of both the sender and receiver towards one another. The study further outlined recommendations that could help in improving communication in public secondary schools in order to revamp academic performance as follows: Head teachers should develop communication strategies that involve all the parties in the school system and evaluate them on regular basis. Headteachers need encourage formation of the student leadership council through which information will reach teachers counsellor to assist students overcome challenges before they get out of hand. Most headteachers should provide for the communication strategies that are lacking in their schools especially notice board, school magazine suggestion box and guidance/counselling units. Headteachers to initiate resource libraries in their schools, this makes information sharing effective. The government should initiate in service training for head teachers and teachers through Ministry of Education to enhance efficient and effective management of schools. Computer education be mandatory in all secondary schools to enable easy access to information. Students to cultivate dialogue with school management in an effort to resolve conflicts that may arise