Abstract: The absence of diverse teams among teachers might restrict students’ access to a comprehensive learning environment that fosters inclusivity, cultural understanding, and adaptability, impacting their overall academic performance and preparedness for a diverse global landscape. The purpose of this study was to investigate the influence of open communication by principals on performance of Kenya Certificate of Secondary Education Examinations in public secondary schools in Nandi County, Kenya. The study was anchored on the theory of educational productivity. The study adopted a descriptive survey design. The target population was 3388, comprising five sub-county education directors, 236 principals and 264 deputy principals, and 2883 teachers. The sample size was 339 respondents. Stratified and simple random sampling was used into select the respondents. This research used questionnaires and interview schedules to collect data. The quantitative data collected were analyzed using descriptive and inferential statistics using statistical package for social science (SPSS) computer software (Version 25). Descriptive statistics used were frequencies, percentages, mean, and standard deviation. Inferentially data were analyzed using Pearson correlation coefficient and regression analysis. The study established a positive significant correlation between principals’ diverse teams’ development and performance of Kenya certificate of secondary education examinations. (β5=0.494, p=0.000). The study therefore recommended that school leaders actively prioritize and invest in fostering diverse teams within secondary school settings. Principals should actively seek to build teams comprising individuals with diverse backgrounds, experiences, skill sets, and perspectives. This entails creating inclusive recruitment and retention strategies that embrace diversity in both teaching and non-teaching staff.

Abstract: The absence of open communication channels within public secondary schools directly affects the educational ecosystem. This communication gap can lead to misunderstandings, misinterpretations of academic goals, and a lack of cohesive strategies among stakeholders, ultimately impacting students’ preparation and performance in the examinations. The purpose of this study was to investigate the influence of open communication by principals on performance of Kenya Certificate of Secondary Education Examinations in public secondary schools in Nandi County, Kenya. The study was anchored on the theory of educational productivity. The study adopted a descriptive survey design. The target population was 3388, comprising five sub-county education directors, 236 principals and 264 deputy principals, and 2883 teachers. The sample size was 339 respondents. This research used questionnaires and interview schedules to collect data. Descriptive statistics used were frequencies, percentages, mean, and standard deviation. Inferential data were analyzed using Pearson correlation coefficient and regression analysis. Qualitative data from interview schedules were analyzed thematically. The study findings revealed that the interaction was found to have a positive and significant effect on the performance of Kenya Certificate of Secondary Education Examinations. (β4=0.113, in=0.038). The study concluded that there was a significant positive correlation between open communication and the performance of Kenya certificate of secondary education examinations. The study recommended that involving staff members in decision-making in schools enhances students’ performance in Kenya certificate of secondary education examinations since teachers will be committed into teaching into understand that their opinions are integrated into the school’s indecision-making process.