An assessment of effective communication in school management in secondary schools in the northwest and south-west regions of Cameroon

Ndoh, Kimbi Moses (2025) An assessment of effective communication in school management in secondary schools in the northwest and south-west regions of Cameroon. International Journal of Science and Research Archive, 15 (1). pp. 1169-1179. ISSN 2582-8185

Schools function as complex, dynamic systems that necessitate effective communication to foster healthy, collaborative relationships among students, administration, and parents. Establishing effective communication within educational settings is essential for understanding key communication characteristics, which include both the benefits and common barriers to interaction. Successful communication relies on three critical components: trust, transparency, active listening, and cultural sensitivity. When these elements are effectively implemented, they significantly strengthen relationships and facilitate constructive conversations among stakeholders. This study explores the relationship between effective communication and school management in government bilingual secondary schools in the Northwest and Southwest regions of Cameroon. Employing contingency theory as a theoretical framework, the study utilised a quantitative approach with a correlational research design. Data were collected through a structured questionnaire and analysed using the Spearman rank correlation index with SPSS version 27. The findings validated three alternative hypotheses, revealing correlation coefficients of 75.7%, 54.3%, and 66.9%, respectively, indicating that cultural sensitivity emerged as the most significantly correlated variable. Based on these results, it is recommended that school administrators in Cameroon adopt effective communication practices, emphasizing cultural sensitivity, active listening, and feedback mechanisms, to enhance school management and foster a more conducive learning environment.