Bridging the Communication Lacuna: Perceived Barriers to Effective Teacher-Administrator Communication Management in Secondary Schools in Uasin Gishu County, Kenya
Judith Adhiambo, Millicent A. Ojwan’g & Jane Genga Ayiemba
University of Eastern Africa, Baraton
https://orcid.org/0000-0002-1314-077X
Email: judyadhis08@gmail.com
Abstract: This study examined perceived barriers to effective management of communication channels between teachers and administrators in secondary schools in Uasin Gishu County, Kenya. Effective communication is essential for coordination, decision-making, and collaboration in schools, yet educational institutions continue to experience communication breakdown that hinder performance. The study adopted a descriptive research design. The target population comprised 3,000 teachers and school administrators in public secondary schools. A sample of 300 teachers was selected from eight secondary schools (four urban and four rural) using purposive sampling for school selection and systematic random sampling for teacher selection. Data was collected from teachers by the use of questionnaires, while semi-structured interviews were used in the case of principals. The questionnaire captured data on formal and informal communication channels, communication management practices, and perceived barriers, while interviews provided in-depth qualitative insights. Data were analyzed using descriptive statistics (frequencies, means, and standard deviations) and thematic analysis for qualitative data. Findingsrevealed that communication in secondary schools is hindered by several barriers, including delays in information dissemination, overdependence on informal communication channels, limited integration of digital communication tools, hierarchical administrative structures, and weak feedback mechanisms. These barriers contributed to misunderstandings, reduced teacher participation in decision-making process, and inefficiencies in school operations. The study concludes that ineffective management of communication channels significantly undermines collaboration and overall school effectiveness. The study recommends strengthening such formal communication systems as; enhancing the use of ICT in school communication, promoting participatory leadership practices, and developing clear communication guidelines to improve interaction between teachers and administrators.
