Influence of Tiktok Use on Crisis Communication Strategies in Secondary Schools: A Case of Embu County, Kenya

Abstract

This study examined the influence of TikTok on crisis communication strategies in secondary schools within Embu County, Kenya. The rapid evolution of social media has presented both challenges and opportunities for crisis communication, with TikTok emerging as a dominant platform among youth. However, its formal adoption and effectiveness in institutional crisis management remain underexplored. Guided by the Situational Crisis Communication Theory (SCCT), the Technology Acceptance Model (TAM), and the Discourse of Renewal Theory (DRT), the study sought to analyze TikTok usage patterns, evaluate its influence on the timeliness and clarity of crisis messages, and examine the factors influencing its adoption. A descriptive survey design was employed, utilizing a mixed-methods approach where qualitative data supported the primary quantitative findings. Data were collected through questionnaires administered to 281 students and 28 teachers, supplemented by interviews with 38 principals, achieving an 81.6% response rate. The findings revealed a significant disconnect: while 83.9% of students used TikTok, only 32.1% of schools employed it for crisis communication, preferring traditional platforms like WhatsApp. Students perceived TikTok as a clear and effective medium for crisis information, particularly for security alerts and weather warnings. In contrast, educators and administrators were skeptical, citing slower timeliness compared to other tools. Key adoption barriers included limited access to technology and smartphones (36.3%), resistance from parents and staff (27.6%), concerns over inappropriate content (25.9%), and a lack of supportive school policies. The study concludes that TikTok remains a popular yet underutilized crisis communication tool in secondary schools. A pronounced generational gap in perception and significant structural barriers hinder its strategic integration. The study recommends that school administrators develop clear social media policies, establish official TikTok accounts, and provide digital literacy training to harness the platform's potential for timely and engaging crisis communication. This research contributes to the discourse on digital media in educational leadership and offers practical insights for enhancing crisis preparedness in the social media age.