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dc.contributor.advisorOnyango, G. A.
dc.contributor.authorNyang'acha, Esther Moke
dc.date.accessioned2011-12-29T08:45:30Z
dc.date.available2011-12-29T08:45:30Z
dc.date.issued2011-12-29
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/2161
dc.descriptionDepartment of Educational Management Policy & Curriculum Studies, 82p. The LB 1033.K4M6 2004en_US
dc.description.abstractCommunication is very important in maintaining any relationship. It is a means of sharing ideas and emotions and involves sending and receiving of messages. The essence of teaching is communication and teachers and students are involved in a system of reciprocal interpersonal comminication. This study was designed to look into the role of interpersonal communication between teachers and students. It therefore sought to establish the causes and results of interpersonal communication breakdown between teachers and students. It also set to determine the formal and informal structures in schools and how they affect interpersonal communication between teachers and students. Finally, the study sought to establish the steps that can be taken to improve interpersonal communication between teachers and students. The literature reviewed has covered the four main variables that contribute to building interpersonal communication between teachers and students. These are self-concepts, self-disclosure, perceptions and language and meaning. The study was carried out in Limuru Division, Kiambu District from a sample of six out of fourteen public secondary schools, which represented 42.8% of all public schools in the division. Stratified sampling techniques was employed to select the sample of schools while the teachers and students were randomly selected. The research used questionnaires which were categorised into Teachers' Questionnaires and Students' Questionnaires to collect data. These instruments were piloted to test their reliability and validity. The collected data were subjected to qualitative and quantitative analysis and results were presented in frequency distribution percentages and descriptive statistics. Major findings indicated that poor masterly of language and personal attributes were the main causes of interpersonal communication breakdown between teachers and students. Poor performance in exams was the most pronounced result of communication breakdown between teachers and students. The formal and informal structures were important but inadequately used to enhance interpersonal communication between teachers and students. Cultivation/inculcation of communication skills and creation of open forums could improve interpersonal communication between teachers and students. The study recommended that curriculum developers could include communication as a unit in the teacher training and students syllabus to help them develop communication skills. The challenges posed by the use of 'Sheng' among students need to be addressed to seal the ever expanding lacuna between the teachers' and the students' language use. The Ministry of Education needed to train and equip teachers with guidance and counselling skills to help the mould the students now that corporal punishment is no more in schools. The school administration needed to involve teachers and students in school administration because it is part of democracy that is being advocated world over and Kenya is no exception. The teachers needed to strive to redeem and enhance their image because they are the students' role modelsen_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.subjectTeacher student relationshipsen_US
dc.subjectCommunication in education
dc.titleThe role of interpersonal communication between teachers and students in Limuru Division Kiambu Districten_US
dc.typeThesisen_US


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