PRINCIPALS’ EFFECTIVE COMMUNICATION PRACTICES AND THEIR INFLUENCE ON KENYA CERTIFICATE OF SECONDARY EDUCATION PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MANDERA WEST SUB-COUNTY, MANDERA COUNTY, KENYA
Abstract
Purpose: The purpose of this study was to assess the communication practices of principals in public secondary schools in Mandera West Sub-county, Mandera County, Kenya and their influence on KCSE performance.
Research methodology: The study used a concurrent triangulation research design, which involved collecting both quantitative and qualitative data. The target population included 287 respondents, including eight administrators, 239 teachers, and 40 support staff. A sample of 340 respondents was drawn using Yamane's Formula. Stratified sampling was used to create four strata, one for each zone in Mandera West Sub-county. Purposive sampling was used to select one principal and one support staff from each zone.
Findings: The study found that principals in Mandera West Sub-county public secondary schools do not prioritize communication planning. Only a small proportion of respondents reported that "setting time for communication" is a factor that is usually considered. Participants are somewhat neutral about the effectiveness of face-to-face communication and written communication in managing their secondary schools. There is still a significant percentage of schools that rely on just one type of communication feedback.
Recommendations: The study recommended that the schools administration should continue to prioritize and emphasize the importance of communication planning. The schools should consider exploring and adopting a wider range of communication channels and strategies that may be more effective in managing the schools. The schools should consider exploring alternative forms of written communication that may be more effective in managing the schools. The principal should explore alternative feedback mechanisms.
Keywords: Principals’ Effective, Communication Practices, Certificate, Secondary, Education Performance
References
Anderson, J. (1996). Communication theory: Epistemological foundations. New York: Guilford Press.
Bartlett, H. (2014). The single biggest cause of business failure (www.benmbartlett.com)
Begley, P. (2013). In pursuit of authentic schools leadership practices. International Journal of Leadership in Education, 4(4), 353-365.
Dolphin, R. (2013). Internal communications: Today’s strategic imperative. Journal of Marketing Communications, 11(3), 172-180.
Goodman, P. & Dean, J. (2014). Change in Communication (pp. 226-279). San Francisco: Jossey-Bass.
Kuo, L. (2009). Principles of Management Theories and Practices. International Journal of Management Theory & Practices. Vol. (3), 234-255.
May, S. & Mumby, D. (2015). Engaging organizational communication, theory & research. Thousand Oaks CA.: Sage.
Okumbe, J. (2016). Educational Management Theory and Practice, Nairobi University Press.
Sammons, P. (2013). Schools effectiveness and equity: Making connections. Fort Lauderdale, Florida.
Seashore, L. (2016). Trust and improvement in schools. Journal of Education, 8(1):24
