| dc.description.abstract | The purpose of this study was to investigate the strategies used by secondary
school headteachers in communication in school administration in Nyando District. The
study revealed the extent to which the headteachers' communication affects the students'
performance in the examinations. In doing this it attempted to establish factors, which
influence the headteachers communication strategies in schools. It also sought to
establish the teacher's attitudes towards the headteachers communication effectiveness.
Literature review was divided into several sub-headings such as roles and
categories of communication, administrative functions that relate to communication such
as decision-making, supervision and motivation and research on administrative
communication. From the literature review a conceptual framework was developed. It
was established that effective communication can be attained though the use of multiple
strategies. At the same time the literature review showed the centrality of effective
communication in achieving the organizational goals.
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Ex-post facto research design was used. Two questionnaires and one observation
checklist was used to gather information from the schools, headteachers and teachers.
The sample size comprised thirty-five headteachers and 191 teachers distributed in 35
schools in the district. The questionnaire return-rate was 77% and 70.68% for
headteachers and teachers respectively.
The data was analysed using a computer package known as Statistical Package
for Social Sciences (SPSS). The data were summarized in tables of frequencies,
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percentages, means and standard deviation. The inferential statistics used for the analysis
of the null hypothesis were the t-test and F-test. The study results revealed the following:
1. On the channels of communication, it was found that school principals
delegate some duties to various-heads of department as a way of enhancing
communication links between the head of the school and the rest of the
school members.
2. Some school principals make use of meetings between teachers and, students
and non-teaching staff to enhance free exchange of opinions. Besides this,
many schools co-opt students' and teachers' representatives in various
committee meetings of the school. In-effective communication between
headteachers and the support staff is partly due to educational gap between
them. UNtVEF~S''TY O~ NAIROBt
EAST AFR,CkNIJ, COLLECTION
3. Most schools have not embraced the use of information technology. The use
of computers in information storage and processing is in the formative stages
in just a few schools.
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4. Effective communication between the headteachers and students is hampered
by the students' poor command of English language. On the choice of
language most headteachers accept that the use of English is more effective
than Kiswahili in school administration.
5. Headteachers' experience in the office, interaction with other heads of
schools directives of the ministry of education and the teachers Service
commission are key factors that influence headteachers' communication
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strategies. Students' performance was found to be higher in those schools
where the teachers rated the headteachers as highly effective communicators.
From the fmdings it is recommended that school authorities should embark on the
process of modemisation of their databases and communication networks so as to
promote faster flow of information. This should be done by the adoption of the modem
information technology.
It is also recommended that the headteachers' association should give due
attention to enhancement of communication skills of the school leaders. Lastly it is also
recommended that further research should be done on administrative communication in
schools.
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