International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VIII, August 2022 | ISSN 2454–6186
The Nature of Communication in Secondary Schools in Makindye Division, Kampala District, Uganda
Dr. Kayindu Vincent*, Nakiyingi Sarah
Kampala International University, Uganda
*Corresponding Author
Abstract: Carried out in all the 16 secondary schools found in the eight parishes of Makindye division, Kampala district Uganda, this study explored, among other things, the nature of communication in secondary schools in Makindye division, between school managers and classroom teachers, between school managers and the learners, as well as between teachers and learners/students. The idea was to find out whether it was very good, good, poor or very poor. Communication in schools was conceptualized in terms of verbal and nonverbal, written and electronic communication between school administrators and teachers, between school administrators and students as well as between teachers and students. Since secondary schools in Makindye are few, only 16, and since at the time of data collection only two classes were at school, S.4 and S.6, there was no sampling of the teachers. Thus, all the 16 schools and 198 teachers of S4 and S6 participated in the study. Out of the198 questionnaires which are distributed to all the teachers using five research assistants, 150 usable questionnaires were returned, hence the response rate of 79.4%. Ten out of the very teachers who filled the questionnaires were also subjected to oral intervals. In addition, twenty students were interviewed to supply information about their teachers’ productivity and communication in their schools. Using arithmetic means to analyze data, the findings revealed that communication in schools was generally poor (mean). The researcher recommended for the need of a more effective communication system in schools.
Key words: Communication; Secondary schools
I. INTRODUCTION
Organizational communication is defined as the process by which language and social interaction promote coordinated action towards a common goal. It is the study of how systematic communication practices are used to coordinate and control the activities of members inside an organization. This practice of communication will then promote organizational effectiveness. In schools, communication exists between school administrators and teachers, between school administrators and the non-teaching staff, between school administrators and students, between school administrators and other stakeholders, such as parents and the local leaders or government, and also the communication between classroom instructors and the learners, parents and non-teaching staff. This communication is vital and can influence the productivity of teachers (Cole, 2010).