Organizational communication and occupational stress in Australian Catholic primary schools

Abstract

Purpose: This paper reports two related studies of relationships between organizational communication and occupational stress of staff members in Catholic primary schools. Design/methodology/approach: Data from both studies were obtained using survey questionnaires. Participants were staff members of Catholic diocesan primary schools in New South Wales, Australian Capital Territory and Queensland, Australia. Research hypotheses were tested using correlation and multiple regression analyses. Findings: Ten organizational communication factors and four occupational stress domains were identified. Several organizational communication variables were found to be predictors of occupational stress in four identified domains. Practical implications: The findings provide implications for school administrators in relation to staff member access to formal communication channels, openness and approachability of principals, and support giving between school administration and staff, as well as among staff. Originality/value: The studies used a conceptual framework of organizational communication that is unique and comprehensive. The paper contributes new knowledge in an area that has received little attention, namely, communication in schools.

A Structural Equation Model of Determinants of the Perceived Impact of Teachers’ Professional Development—The Abu Dhabi Application

“…It is important for ADEC policy makers to note that according to research, appraisal and feedback have a strong positive influence on teachers and their work (De Nobile, 2003;Hakanen, Bakker, & Schaufeli, 2006). Teachers report that appraisal and feedback increase their job satisfaction and, to some degree, their job security, and they significantly increase their development as teachers (De Nobile & McCormick, 2005;Van Houtte, 2006). In addition, decision makers in ADEC should note that recognizing teachers' performance and to honor great teaching while asserting that teachers need to address deficiencies in their pedagogical habits are also important emanations of effective system appraisal and feedback (Santiago et al, 2009).…”

The directive communication of Australian primary school principals

“…The Australian study by Wilson (2002) reported a link between directive management style and teacher feelings of disempowerment and cynicism as well as reduced morale. A more recent national study of Australian schools found directive communication to be a predictor of occupational stress (De Nobile et al, 2013).…”

The role of leadership in establishing a positive staff culture in a secondary school

“…This case study shows the benefits of using evidence-based measures to change school leadership practices. While the use of data has led to increased administrative load on schools (De Nobile et al, 2013; Timms et al, 2007) this study demonstrated the positive effects of the engaging in PAR to facilitate school cultural change within a 12-month intervention period, with data providing the impetus for reflection. While this case study occurred over a relatively short period of time, substantial changes were reported by school staff and were supported by significant effect sizes from the quantitative data.…”

“…The issue of school accountability has led to intensification of teachers’ roles, as they have increased administrative work (De Nobile et al, 2013; Timms et al, 2007). Administrative and leadership staff are also required to maintain organisational standards compliant with national bodies, and in Australia this includes reporting to the Australian Institute for Teaching and School Leadership (AITSL) and state education departments (AITSL, 2011; Gonski et al, 2011; Watterston and Caldwell, 2011).…”