PRINCIPALS’ EFFECTIVE COMMUNICATION TECHNIQUES ON TEACHERS’ JOB SATISFACTION IN PRIVATE SECONDARY SCHOOLS IN JUJA, KIAMBU COUNTY, KENYA

Abstract

The purpose of the study was to investigate Principals‟ Effective Communication Techniques on Teachers‟ Job Satisfaction in Private Secondary Schools in Juja, Kiambu County, Kenya. The study was guided by five research questions: To what extent does the use of channels of communication by the principals enhance teachers‟ job satisfaction in private secondary schools in Juja? In what ways do the use of leader-speech enhance teachers‟ job satisfaction in private secondary schools in Juja? To what extent does the use of feedback increase teachers‟ job satisfaction in private secondary schools in Juja? What are the communication challenges faced by the principals in private secondary schools in Juja? What are the possible ways of improving communication techniques of principals in private secondary schools in Juja? The study adopted a mixed method research paradigm (convergent parallel design). Cross sectional design was employed as quantitative design while phenomenology design was used as qualitative design. The target population was all principals, deputy principals, teachers and students in private secondary schools in Juja. Probability (stratified random) and non-probability (purposive) samplings were used to identify 210 respondents (140 students, 56 teachers, 7 deputy principals and 7 principals) to the study. The research was guided by Motivational Language Theory. Data was collected using questionnaires, interview guide and document analysis guides. Quantitative data was analysed using descriptive analysis such as frequencies and percentages and presented in tables and charts. Qualitative data was analysed using narratives, presented and summarized in themes. Findings revealed that effective communication techniques had influence on teachers‟ job satisfaction. Furthermore, communication challenges faced by the principals were identified as lack of ICT skills, listening, poor timing and delayed feedback. It was suggested that clear and precise verbal communication, focused listening, giving and receiving feedback can improve principals‟ communication techniques. Based on findings, the researcher recommended that awareness be created through workshops and seminars for principals to improve on their use ofappropriate channels in communication.