Influence of communication practices on crisis preparedness in public secondary schools in Kapenguria, West Pokot County, Kenya

Abstract

Communication has been recognised as one of the most important requirements in communicating emergency and crisis situation to all stakeholders in schools. This is because crisis situations can cause social and emotional distress to stakeholders within the school at any time without warning and in such situations communication is needed to ensure those affected are informed on what is happening or what needs to happen. Therefore, the aim of this study was to examine how communication is used as a crisis preparedness strategy by secondary schools in Kapenguria Sub-County, Kenya. The specific objectives of the study were to: to explore the kind of crisis faced by public secondary schools; establish communication practices available in public secondary schools; establish the effect of communication practices on crisis preparedness and suggests ways of improving communication practices on crisis preparedness in public secondary schools in Kapenguria Sub County. The study was anchored on situational crisis theory, attribution theory and stakeholder theory. The study used a descriptive research design guided by pragmatism philosophical approach. The area of study was Kapenguria Sub-County also known as Kapenguria constituency. The unit of analysis was public secondary schools in the Sub-County. The target population consisted of 36 principals, 368 teachers and 36 student council chairs. A sample of 36 principals, 36 student leaders and 196 teachers were selected to participate in the research through simple random sampling technique. The tools used for collection of data were questionnaires (for teachers) and interview schedules (for student leaders and principals). The instruments were piloted and tested for validity and reliability prior to the main study. Data collected was analysed using qualitative and quantitative form. Quantitative data was analysed using descriptive statistics with coding and entry being facilitated by SPSS (version 26.0). Qualitative data from open ended questions was analysed through thematic content analysis and presented in narrations. The study found out that schools experienced various forms of crisis but not to a larger extent as anticipated. The three common crisis that secondary schools experienced consisted of; drugs and substance abuse by students, bullying and thefts. On preparedness towards crisis management, it was found out that almost 75% of schools were not prepared. The communication approach used in most schools was top bottom with less than 25.0% being diagonal/horizontal. The study found out that crisis communication guidelines were not used in many schools that were studied. The active crisis communication preparedness found to be working was guidance and counselling programmes. Nevertheless, majority of respondents said that crisis communication preparedness was significant in ensuring information was shared to all stakeholders and the damages occasioned by crisis breakout would be minimised. The study concludes that communication has a significant effect on crisis preparedness in public secondary schools in Kapenguria Sub-County. The study recommends that schools stakeholders need to be trained on importance of communication in crisis preparedness and management. Government should also provide additional support to school to enable usage of various communication media to disseminate information. The school management should ensure that the crisis communication and disaster team are in place and active to respond to any emerging issues associated with crisis.