EFFECT OF COMMUNICATION ON THE BASIC EDUCATION SCHOOLS PERFORMANCE AT GREAT NEWS ACADEMY, MALINDI SUB-COUNTY, KILIFI COUNTY, KENYA

Abstract

This study examined the effect of communication on the performance of basic education schools in Kenya, focusing on Great News Academy, Malindi. The study adopted a correlational survey design to establish the relationship between managerial communication and school performance. The target population comprised 551 individuals, including administrators, teachers, and support staff, from which a sample of 232 respondents was selected using stratified random sampling to ensure representativeness across categories. Primary data were collected through structured questionnaires, which provided quantitative insights into the effectiveness of communication practices. Data were analyzed using descriptive and inferential statistics, including correlation analysis, to determine the strength and direction of the relationship between communication and school performance. The findings revealed a positive and statistically significant correlation between effective communication and school performance, indicating that open, timely, and clear communication among school managers, teachers, and stakeholders enhance organizational coordination and student outcomes. The study recommended that school management strengthen internal communication channels, promote participatory dialogue, and implement feedback mechanisms to ensure transparency and collaboration. Such measures would foster shared understanding, improve decision-making efficiency, and ultimately enhance overall school performance in basic education institutions.