Authors : Secilia Mbedule; Dr. Noah Mtana

Volume/Issue : Volume 10 - 2025, Issue 7 - July

Google Scholar : https://tinyurl.com/jhbvxefk

Scribd : https://tinyurl.com/5xm7tynk

DOI : https://doi.org/10.38124/ijisrt/25jul1714

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : This study investigated the challenges hindering effective communication practices among Head teachers, teachers and pupils in public primary schools in Mafinga Town Council, Iringa. The study used a constructivism research philosophy and employed a qualitative research approach to collect qualitative data. The target population were Head teachers, teachers and pupils with the sample of 50 respondents selected through purposive and simple random sampling. Data collection tool was focus group discussions for teachers and pupils. Trustworthiness criteria of credibility, transferability, dependability and confirmability were considered. Qualitative data from interview and FGD were analysed using thematic analysis. The analysis identified the most significant challenges hindering effective communication in schools are; lack of effective feedback, lack of transparency and trust, inconsistent communication practices, lack of opportunities for pupils’ voice and approachability and language and cultural differences. To improve the communication practices, Head teachers should foster a culture of transparency by ensuring open and honest communication regarding school policies, decisions, and challenges.

Keywords : Effective Communication, Communication Practices, Public Primary Schools, Pupils.

References :

1. Alabi, C.O. (2022). Organisational communication styles and teachers’ productivity in private secondary schools in Nigeria. African Journal of Educational Management, 23(1), 112-122.
2. Bahrain, Nurul & Siti Najah Raihan, Sakrani & Maidin, Anisafina. (2023). Communication Barriers in Work Environment: Understanding Impact and Challenges. International Journal of Academic Research in Business and Social Sciences. 13. 10.6007/IJARBSS/v13-i11/19498.
3. Balama, D. and Ambakisye, S. K. (2023). The role of Head teachers’ interpersonal skills towards teachers’ work performance in public primary schools in Tanzania. A case of Makambako Town council. International Journal of social science and humanities research, 11(4), 191-199.
4. Bommeri N, Ismail I, Azeez K (2024) Barriers to Communication in Undergraduate Medical Education: Perspectives of Students From Karnataka, India. Cureus 16(9): e70364. DOI 10.7759/cureus.70364
5. Bratchuk, Hevelina & Smith, Patrick. (2023). Overcoming of communication barriers in the classroom.  Journal of Effective Teaching Methods.
6. Bussayarat Nithideechaiwarachok and Jiraporn Chano (2024). Socio-cultural and Social Constructivist Theories and Its Application in EFL Classroom for Thai Pre-service Teachers: A Review for Further Research. International Journal of Language Education, 8(3), 564-572.
7. Chike, H. N., Agu, A. N. and Ekweogu, L. B. (2024). Principals’ communication styles as predictors of teachers job commitment in public secondary schools in  Anambra state, Nigeria. Multidispinary research and development journal International, 6(1), 75-92.
8. Chilongola, F. (2024). Educational leadership in Tanzania: A focus on communication practices. Journal of Education Leadership, 45(2), 87-105.
9. Das, S., Gomes, E., Mirza, S., &Shaikh, F. (2024). A study on effective communication from teachers’ and students’ frame of reference.
10. Gideon, A. K. (2023). Head teachers’ communication methods and student discipline in selected secondary schools in Sheema Municipality, Southern Western Uganda. Metropolitan Journal of Business and Economics, 2(7), 178-189.
11. Gokalp, S., Akbasli, S. & Dis, O. (2021). Communication barriers in the context of school-parents cooperation. European Journal of Educational Management, 4(1), 83-96. https://doi.org/10.12973/eujem.4.2.83
12. Ingsih, K., Wuryani W., and Suhana S. (2021). The Role of Work Environment, Work Motivation, and Leadership to Improve Employee Performance with Job Satisfaction as an Intervening Variables. Academy of Strategic Management Journal, 20(3),1-11.
13. Kalolo, J. F., & Mwandanji, M. (2023). Exploring communication practices and leadership styles in Tanzanian primary schools: Implications for teacher engagement. African Educational Research Journal, 11(1), 45–55. https://doi.org/10.30918/AERJ.111.23.012
14. Kisaka, J. P. (2022). Building bridges: The role of positive interaction in strengthening communication between students and school leaders. African Journal of Education and Child Development, 8(1), 63–71. https://doi.org/10.37284/ajecd.8.1.598
15. Koskei, J.K., Sang, C. and Ngeno, V. (2020). Relationship between Headtechers’ communication competences and effective school management in public primary schools in Naroki County, Kenya. Global Journal of Educational Research, 19, 95-113.
16. Leithwood, K., Sun, J., & Pollock, K. (2020). How school leaders contribute to student success: The role of transformational leadership in school improvement efforts. Educational Administration Quarterly, 56(2), 185-220.
17. Lwewe, R. A. (2022). Rapport building in Tanzanian classrooms: The influence of teacher-student relationships on communication dynamics. African Journal of Educational Research and Development, 5(3), 88–96. https://doi.org/10.37284/ajerd.v5i3.672
18. Manafa, I. F., Anyaeche, I. C. and Okoye, A. (2021). Influence of communication techniques on principals’ administration of secondary schools in Anambra state, Nigeria. Journal of educational Research and development, 4(1), 1-9.
19. Mbele, P. L., & Simwimba, E. W. (2022). The impact of physical classroom environments on communication and learning outcomes in Tanzanian primary schools. East African Journal of Education and Social Sciences, 3(4), 101–109. https://doi.org/10.37284/eajess.3.4.788
20. Mbirua, M.W., Thinguri, R. and Kenei, R.K. (2020). Influence of Head teachers’ communication planning practices on management performance in public primary schools in Thika West Sub-Country, Kiambu County, Kenya. International Journal for innovation Education and research, 8(6), 218-229.
21. Mboya, E. T., & Nsubili, M. N. (2023). Student participation in school governance: Practices and challenges in Tanzanian primary schools. International Journal of Educational Leadership and Policy, 6(1), 45–54. https://doi.org/10.5897/IJELP2023.0453
22. Mbwambo, E., Mwita, J., &Ndunguru, A. (2023). Leadership communication and organisational culture in Tanzanian schools. East African Journal of Education and Social Sciences, 4(1), 78–91.
23. Mfinanga, D. R., & Mbongo, A. K. (2023). The role of trust in teacher-student communication in Tanzanian primary schools. Journal of Educational Leadership and Pedagogy, 8(2), 101–109. https://doi.org/10.4314/jelp.v8i2.006
24. Mgaiwa, S. J. (2023). Enhancing school leadership practices for effective teaching and learning in Tanzanian primary schools. International Journal of Educational Development, 96, 102711. https://doi.org/10.1016/j.ijedudev.2023.102711
25. Mshote, A. K. (2022). Cultural barriers to classroom communication: A study of teacher-student interaction in rural Tanzania. African Journal of Educational Research and Development, 7(2), 90–99. https://doi.org/10.4314/ajerd.v7i2.011
26. Mtani, H. P., & Komba, W. L. (2022). Leadership styles and teacher participation in decision-making in Tanzanian primary schools. African Journal of Educational Management, 6(1), 34–45. https://doi.org/10.37284/ajem.v6i1.1052
27. Mwinuka, D. R., & Tibaijuka, A. S. (2023). Head teacher visibility and its impact on student-leader communication in Tanzanian primary schools. Journal of School Leadership and Management, 5(2), 41–50. https://doi.org/10.4314/jslm.v5i2.009
28. Ngassa, R. M. (2022). Student perceptions of school leadership and its impact on communication in public primary schools. African Journal of Education and Human Development, 5(2), 92–100. https://doi.org/10.37284/ajehd.5.2.643
29. Okello, D., &Mugambi, A. (2023). Effective communication practices in school leadership:Lessons from Kenyan schools. Journal of Educational Administration and Policy Studies, 15(3), 126–140.
30. Parveen, S. & Nawaz, H. (2021). Effects of Communication Skills of Head Teachers on School Climate. PalArch’s Journal of Archaeology of Egypt/Egyptology, 18(6), 594-606.
31. Salamondra, T. (2021). Effective communication in schools. BU Journal of Graduate Studies in Education, 13(1), 22-26.
32. Samra Anjum, Rahmat Ullah Bhatti, Muhammad Javed Iqba (2020). A Study of Communication Barriers in Open Distance Learning System of Education.Pakistan Journal of Distance & Online Learning, 6(1), 247-261.
33. Sigit Wibowo, Muhammad Nur Wangid, Fery Muhamad Firdaus (2025). The relevance of Vygotsky's constructivism learning theory with the differentiated learning primary schools. Journal of Education and Learning, 19(1), pp. 431-440.
34. Spillane, J. P., Hallet, T., & Diamond, J. B. (2021). Distributed leadership in schools: An empirical analysis of communication and school culture. Educational Management Administration & Leadership, 49(3), 465-484.
35. Vera Idaresit Akpan, Udodirim Angela Igwe, Ikechukwu Blessing, Ijeoma Mpamah and Charity Onyinyechi Okoro (2020). Social Constructivism: Implications On Teaching and Learning. British Journal of Education, 8(8), pp.49-56.
36. Zorlu, Kürşad & Korkmaz, Fatma. (2021). Organizational Communication as an Effective Communication Strategy in Organizations and the Role of the Leader.