Stakeholder Communication and School Improvement in Public Secondary Schools in Abia State

This study investigates the role of stakeholder communication in driving school improvement in public secondary schools in Abia State, South East Nigeria. Effective communication among school administrators, teachers, parents, students, and community leaders is widely recognised as a precondition for successful school improvement initiatives. In Abia State, feedback from education stakeholders suggests that information gaps and poor communication channels frequently undermine reform programmes and impair institutional accountability. The study uses a descriptive survey design and samples 320 stakeholders including principals, teachers, parents, and PTA executives from 35 secondary schools across Aba, Ohafia, and Umuahia education zones. A validated questionnaire and semi-structured interview protocol are used for data collection, and analysis employs descriptive statistics and regression analysis. The study is anchored on the Communication Theory of Shannon and Weaver. Results indicate that schools with structured, regular, and multi-directional communication systems between administrators and stakeholders show higher rates of policy compliance, stakeholder participation, and measurable improvement in student outcomes. Communication breakdowns are most prevalent in large urban schools where administrative work overload limits principals' engagement capacity. The study recommends the formalisation of stakeholder communication protocols in all Abia State secondary schools. Keywords: stakeholder communication, school improvement, educational management, institutional accountability, Abia State.