Headteachers communication strategies and their effects on academic performance in public secondary schools in Nyando district,Kenya

Abstract

This study was carried out to determine whether head teachers communication strategies affect performance in public secondary schools in Nyando District. The researcher sought to find out the methods of communication used by headteachers in the district, those methods preferred by students and whether a relationships exists between communication and performance. Descriptive survey was used in the study that targeted 30 public secondary schools. 30 headteachers, 150 teachers and 270 students participated in the study. Questionnaires were used as the main data collection instrument. The analysis of data revealed the following: 1. That the category of school with reference to composition of learners does not affect head-teacher's communication. 2. School assemblies, staff meetings, communication through head of department are the most preferred methods while least preference is given to facial expression and school magazines. 3. The relationship between academic performance and communication is directly proportional. 4. Students who perform better are those who are effectively communicated to by their headteachers. 5. The teachers stated that staff meetings, written memos, staff reports, consultations and holding staff meetings for both students and teachers are the most effective communication methods. 6. There are certain conditions which reduce effective communication in school situations and these are: Distortion, language barriers, absenteeism on the part of the recipients and the senders and both parties should strive to eliminate these barriers. 7. An all inclusive method of communication that incorporates both headteachers, teachers and students' representatives make communication faster and efficient. 8. Students preferred face to face communication, being addressed to in the assemblies, open forums and perfects body. The study further gave recommendations that will help in improving communication in secondary schools and these are: 1. Computer education and training should be intensified in secondary school to enable easy access of information. 2. More training for headteachers should be initiated by the government through K.E.S.I. and M.O.E.S.T. for efficient management of schools. 3. Headteachers should improve their school's networking systems example telephones, notice boards and suggestions boxes in these schools where they don't exist. 4. Head teachers should identify a communication method that is inclusive and accessible to all members of school community to enhance efficiency. 5. The entire school community should strive to eliminate those conditions that reduce effective communication among them.