RELATIONSHIP BETWEEN HEADTEACHERS’ COMMUNICATION COMPETENCIES AND EFFECTIVE SCHOOL MANAGEMENT IN PUBLIC PRIMARY SCHOOLS IN NAROK COUNTY, KENYA

JOSEPH KIPKEMOI KOSKEI, DR. CECILIA SANG, DR. VIVILINE NGENO

Abstract


This study investigated the relationship between headteachers’ communication competencies and
effective school management in public primary schools in Narok County, Kenya. The target population
was 665 headteachers, 25 Curriculum support officers and County Auditor. The study sample
comprised 85 Headteachers, 25 Curriculum Support Officer and County Auditor. This study used the
convergent mixed method research design. Data were collected using questionnaires, interviews and
checklists of observations. Piloting was conducted in Kericho County. Validity was established by with
the help of university supervisors. Split half technique and Cronbach Alpha coefficient test was used to
test reliability coefficient. A score of 0.7 was acceptable. Analysis of quantitative data was by use
descriptive statistics and inferential statistics with the aid of SPSS Version 23. Qualitative data collected
from open ended questions was analyzed using descriptive analysis. These were analyzed through
summarizing the set of observations drawn from the respondents. The study findings show that in most
of the public schools headteachers communication competencies had a positive influence on effective
school management. However, this was not the case in some of the schools in the county. The study
recommended that the headteachers should consider scaling up their application of acquired
communication skills for instance, by setting and communication of targets to both teachers and pupils,
sharing schedules of lesson observation for all teachers, and ensuring that the curriculum is effectively
delivered.


Keywords


Headteachers’ communication competencies, effective school management, public primary schools

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