An evaluation of headteachers communication channels on teachers' job satisfaction in public primary schools in Lang'ata District, Kenya

Abstract

Communication in school environment has been found to be related to variables such as burnout, stress and social support that affect teachers' job satisfaction either positively or negatively. Improving information flow within the school environment will increase both headteachers' and teachers' job satisfaction. This study was set out to evaluate headteachers' communication channels on teachers' job satisfaction in public primary schools in Lang'ata District. The objectives of the study were: - To establish how information flows between the headteachers and teachers; to determine the effects of verbal, non-verbal, written and electronic communication channels on teachers job satisfaction; to establish the communication barriers that affect teachers' job satisfaction in public primary schools in Lang'ata District. A review of the literature indicated that head teachers engage in upward and downward Communication to create an environment where the views of the teachers and headteachers are valid. The study adopted a descriptive research design where teachers from 15 public primary schools in Lang'ata District were targeted through stratified random sampling. Questionnaires were used as the data collection tool through drop and pick method. Both quantitative and qualitative tools have been used to analyze the data collected. The research indicated that all the four communication channels were used by the head teacher. The most commonly used channel of communication was verbal communication. Most teachers Preferred the staff meetings to other verbal forms of communication. Non-verbal channel of communication however, affected teachers' job satisfaction.