Influence of Secondary School Administrators’ Modes of Communication on Students’ Discipline in Kenya

Abstract

The manner and the modes of communication can determine the level of organizational harmony. Whereas all modes of communication have some merits, it is worth noting that some of those modes of communication can reduce reported incidents of indiscipline in an educational institution. The purpose of this study was to investigate the influence of administrators’ mode of communication on students’ discipline in public secondary schools in Baringo County, Kenya. The study investigated the extent to which modes of communications (written communication, open door policy and barazas) influenced students’ discipline. The study adopted Charles Osgood’s Model (1954) which postulates that communication is a dynamic process, in which there is an interactive relationship between the sender and the receiver. In this study, the communication from the principal to students can be the genesis of harmony or a trigger of student unrest.  The research applied descriptive survey research design employing stratified random sampling technique. The target population was 121 principals, 920 class teachers and 242 students. Stratified proportionate sampling was used to sample 41 principals 292 teachers and 80 students. Questionnaires for teachers and students were used for data collection. Reliability was determined through test-retest method and calculated using Pearson’s correlation coefficient resulting in coefficient value of 0.8 for student representative questionnaire and 0.9 for principals and deputy principals and class teachers’ questionnaire. Validity was ensured through discussion with the experts (supervisors) and using questions framed in less ambiguous way. Data was analyzed using descriptive statistics that included mean and standard deviation while inferential statistics included correlation analysis assisted by SPSS and presented in tables and graphs. The findings showed the existence of a positive relationship between the principal mode of communication and students’ discipline (r=0.614; p=0.00). At least (45.9%) of the student leaders found the principal communication through official letters, circulars and memos to be ineffective, with (37.9%) to be effective and (16.2%) to fairly effective. Most of the student leaders (54.1%) agreed that the principal use of an open-door policy is an effective mode of communication, with (17.6%) fairly effective and (28.4%) an ineffective mode of communication. Most of the principals use assembly to communicate discipline cases to the student. Schools must build the necessary frameworks and communication avenues for relaying information in public secondary schools. The study concluded that participatory communication is critical for reducing reported incidences of student indiscipline. The study recommends that principals enhance the open-door policy as a mechanism of reducing incidences of student indiscipline.