Effect of School Leadership Communication Style on Students’ Discipline Behavior in Rwandan Secondary Schools. A Case of Gakenke District

This study investigates the impact of school leadership communication styles on student discipline behavior in secondary schools in Gakenke District, Rwanda.It explores how different communication approaches employed by school leaders influence student behavior, with a focus on improving discipline and fostering a positive learning environment.Transformational Leadership Theory, Social Learning Theory, Communication Accommodation Theory.A descriptive and correlational research design was employed, utilizing surveys, interviews, and documentary analysis to collect both quantitative and qualitative data.The study targeted a population of 2,035 students and staff, with a sample size of 334 determined using Slovin's formula and selected through stratified sampling.Data were analyzed using SPSS Version 28, applying descriptive and inferential statistics, including correlation and multiple regression analysis.Instrument validity was ensured through expert review, while reliability was confirmed with a Cronbach's alpha of 0.86.Ethical considerations included informed consent, confidentiality, and research integrity.This study concludes that the critical role of leadership communication in fostering student discipline in secondary schools.Clear, consistent communication by school leaders was found to enhance rule adherence, punctuality, and conflict resolution, while miscommunication negatively affected discipline.Verbal communication proved most impactful, supported by non-verbal cues and participative approaches.Stakeholder perceptions reinforced the importance of open and inclusive communication in shaping student behavior.Regression analysis confirmed that strategies such as professional training, feedback mechanisms, and technological tools significantly improve discipline.This study recommends that school leaders prioritize clear, consistent communication, utilizing verbal, non-verbal, and participative approaches to enhance student discipline.