Head teachers’ Communication Modes and Teachers’ Productivity in Secondary Schools Makindye Division, Kampala District.
| dc.contributor.author | Bukenya, Susan Edith | |
| dc.date.accessioned | 2023-02-24T11:26:34Z | |
| dc.date.available | 2023-02-24T11:26:34Z | |
| dc.date.issued | 2022-03 | |
| dc.description | A Dissertation Submitted To The College Of Education, Open Distance And E-Learning In Partial Fulfillment Of The Requirements For The Award Of A Degree Of Master Of Education In Educational Management And Administration Of Kampala International University. | en_US |
| dc.description.abstract | The current study was carried out among all the 16 secondary schools found in the eight parishes of Makindye division, Kampala district of Uganda. The purpose was to explore the influence of headteachers’ communication modes on the productivity of teachers. Specifically the study sought to establish the headteachers’ dominantly used mode of communication in secondary schools in Makindye Division, Kampala District; to examine the level of academic staff productivity in Secondary schools in Makindye division, as well as to establish the correlation between headteachers’ communication modes and the productivity of teachers. All the 16 secondary schools and 198 teachers of S4 and S6 participated in the study. Using arithmetic means and pearson correlation coefficient to analyze data, the findings revealed that staff meetings are the dominantly used mode of communicating to teachers, yet student assemblies are the dominant mode of headteachers’ communication with students in secondary schools in Makindye division. The least method of communicating to teachers is the usage of staff notice boards, yet for students, suggestion boxes are least used. Secondly, staff productivity was high, and there was no significant correlation between headteachers’ dominantly used mode of communication on the productivity of teachers in secondary schools, Makindye Division, Kampala District (sig<0.061). The conclusion made was that teachers’ high output can be explained by other factors, not the dominantly used mode of communication by headteachers. The researcher recommended that there is need for school managers (head teachers and deputy head teachers) to improve communication by communicating more effectively, clearly and timely to their subordinates (teachers) as well as to the students. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/14200 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education and Management | en_US |
| dc.subject | Communication Modes . | en_US |
| dc.subject | Makindye Division, Kampala District | en_US |
| dc.subject | Teachers’ Productivity | en_US |
| dc.title | Head teachers’ Communication Modes and Teachers’ Productivity in Secondary Schools Makindye Division, Kampala District. | en_US |
| dc.type | Thesis | en_US |