Communication skills, critical thinking, and job success among secondary school teachers in Kampala Central Division

Abstract

The study aimed finding out the relationship between critical thinking, communication skills and job success among secondary school teachers in public and private secondary schools in Kampala Central Division. The study adopted a quantitative study design which was correlation in nature with a population of 320 teachers. Stratified random sampling technique was used to draw a sample of 176 respondents from the population. Data was collected from respondents using self-administered standard questionnaire and entered in the computer for analysis through Statistical Package for Social Science (SPSS) software version 23. Descriptive statistics showed that (54.7 %) of the respondents were female and (45.3%) were male, majority were between 25-29 years (30.1%). Results from Pearson product-moment correlation coefficient (r) further indicated that there was a positive relationship between critical thinking and communication skills (r= .423**, p=.000), as well as communication skills and job success (r= .405**, p=.000), and critical thinking and job success (r= .427**, p=.000). Therefore, the present study provides a basis and implications for further investigation on relationship between critical thinking, communication skills and job success among secondary school teachers in different parts of Uganda. It was recommended that the school head teachers need to create good work environment that encourage critical thinking among teachers. This may improve the communication skills of teachers and thus promote job success in Kampala Central Division.