Asian Journal of Education and Social Studies

School principals play a vital role in shaping academic performance by ensuring effective resource use and creating a positive learning environment. Effective leadership influences academic success through high expectations, instructional support, and resource allocation. The objectives of this study are to establish the influence of principals’ communication competencies on learners' academic performance, and the influence of principals’ interpersonal skills competencies on learners' academic performance in public secondary schools in Buuri-East, Meru County. The study used an exploratory research design because it promoted an in-depth examination of the problem under study. The target population included principals, deputy principals, and teachers. The study employed a mixed methods approach and adopted a survey research design. The target population comprised 506 respondents that included 23 principals, 23 deputy principals, and 460 teachers. From the population, a sample of 30% of the total population was used, which included 7 principals, 7 deputy principals and 138 teachers, was drawn. A questionnaire was used to gather quantitative data from the deputy principals and the teachers, students and parents. An interview guide/schedule was used to gather information from the principals. To validate the test items, the questionnaires and interview schedules were submitted to the supervisor for verification, and university experts. Reliability was achieved, whereby a 10% of the sample size of the respondents was required to participate in the research. The study established that principals influenced learners’ academic performance by encouraging their achievement of vision and mission, addressing their concerns effectively, demonstrating empathy and understanding when dealing with their diverse backgrounds and perspectives. This study recommends principals ought to require demonstrating effective interpersonal skills when interacting with teachers, interacting with students and show genuine interest in their well-being and development, adapt and steer adaptation by teachers and students to changes arising in the learning environment and encourage open and constructive dialogue during conflict resolution processes.