Principals' Communication Inside Schools: A Contribution to School Improvement?

Ärlestig, Helene

doi:10.1080/00131720709335010

Cited by 20 publications

(13 citation statements)

References 3 publications

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“…Bredeson's findings were echoed two decades later by Arlestig's (2007) study of one school which found that communication about rules and procedures were the most frequent in terms of message content. A later study by Arlestig (2008) involving many schools also reported that teachers were receiving messages from their principals mostly about procedures associated with daily work.…”

Section: Introductionmentioning

confidence: 87%

The directive communication of Australian primary school principals

Nobile

2014

International Journal of Leadership in Education

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Directive communication is a key leadership practise in schools. However, very little direct attention has been given to this important feature of the school communication system. The purpose of the research reported here was to produce a richer description of directive communication in the context of Australian primary schools, and in so doing, explain why it should be considered important leadership practise in schools. Participants were 52 staff members from cross-sectorial schools (government, catholic systemic and independent) across five states and territories of Australia. Data were obtained from interviews conducted face to face and via email. The study found that directive communication by principals: (1) concerned a limited range of topics including policy and procedures, teaching and learning and information about school organization and events, (2) ranged in intensity from guidance to command/control, (3) occurred mainly through face to face and staff meetings and (4) provided staff with information to do their jobs, reduced ambiguity and encouraged a team culture. While these provisions are useful and help schools to run well, excessive directive communication poses potential problems for school climate and staff morale.

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Section: Introductionmentioning

confidence: 87%

The directive communication of Australian primary school principals

Nobile

2014

International Journal of Leadership in Education

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“…Analyzing the relevant literature, the studies on the communication skills of school administrators in educational institutions are not rare (Argon & Zafer, 2009;Ärlestig, 2007;Aslanargun & Bozkurt, 2012;Aydoğan & Kaşkaya, 2010;Doğan, Uğurlu, Yıldırım & Karabulut, 2014;Durgun, 2011;Halawah, 2005;Myran, Sanzo & Clayton, 2011;Özan, 2006;Rowicki, 1999;Şimşek & Altınkurt, 2009). As is seen, the * The quantitative findings of this article were taken from the master's thesis of Osman Koçak.…”

Section: Extended Abstractmentioning

confidence: 99%

“…Yet, it is also impossible to have a common goal in a school organization without communication, to achieve this goal and to coordinate human resources of the school organization (Karslı, 2006). Thus, having an efficient communication network in schools which is an educational organization is almost a necessity.Analyzing the relevant literature, the studies on the communication skills of school administrators in educational institutions are not rare (Argon & Zafer, 2009;Ärlestig, 2007;Aslanargun & Bozkurt, 2012;Aydoğan & Kaşkaya, 2010;Doğan, Uğurlu, Yıldırım & Karabulut, 2014;Durgun, 2011;Halawah, 2005;Myran, Sanzo & Clayton, 2011;Özan, 2006;Rowicki, 1999;Şimşek & Altınkurt, 2009). As is seen, the * The quantitative findings of this article were taken from the master's thesis of Osman Koçak.…”

mentioning

confidence: 99%

Teachers' Perception and Opinions Regarding the Communication Skills of School Administrators

Doğan¹,

Çetin²,

Koçak³

2016

Journal of Theoretical Educational Science

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ABSTRACT:The aim of this study is to evaluate communication skills of school administrators according to the perceptions and opinions of the branch teachers working in secondary schools. In the study, the explanatory pattern involving the quantitative and qualitative methods was used. Quantitative part of the study was designed in the screening model. The quantitative data was collected from 211 teachers working in the province of Sivas through the "Scale for Communication Skills of School Principals". The qualitative part of the study, however, was conducted in accordance with the case study design. The qualitative data, on the other hand, was obtained from 20 teachers working in the province of X through the semi-structured interview form. Quantitative findings of the study show that the teachers perceive the communication skills of school administrators highly positive whereas they, in general, they find the communication skills of school administrators unsatisfying according to the qualitative findings. In this context, we can say that the qualitative findings do not support the quantitative findings, and accordingly, the school administrators have problems in their communication skills. Keywords: communication, communication skills of school administrators, branch teachers Extended AbstractPurpose and Significance: The most important element that starts the process of communication and determines the structure and nature of the communication is the school principal (Celep, 2000). The school principal, who has the characteristic of human resources manager in a school organization, is also a communication leader. An organization without communication is not possible. Yet, it is also impossible to have a common goal in a school organization without communication, to achieve this goal and to coordinate human resources of the school organization (Karslı, 2006). Thus, having an efficient communication network in schools which is an educational organization is almost a necessity.Analyzing the relevant literature, the studies on the communication skills of school administrators in educational institutions are not rare (Argon & Zafer, 2009;Ärlestig, 2007;Aslanargun & Bozkurt, 2012;Aydoğan & Kaşkaya, 2010;Doğan, Uğurlu, Yıldırım & Karabulut, 2014;Durgun, 2011;Halawah, 2005;Myran, Sanzo & Clayton, 2011;Özan, 2006;Rowicki, 1999;Şimşek & Altınkurt, 2009). As is seen, the * The quantitative findings of this article were taken from the master's thesis of Osman Koçak.

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“…The languages of instruction present challenges, risks and they require constant collaboration and communication processes that are effective. Previous studies point to the importance of communication in primary and secondary schools regarding the policy or curriculum implementation (see Arlestig, 2007;Pansiri, 2008, Virgilio &Virgilio, 2001). For example, Arlestig (2007) reports that in one Swedish school, communication was not used as a tool for stimulating learning and encouraging dialogue about important pedagogical and school improvement issues and this impacted negatively on school performance.…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies point to the importance of communication in primary and secondary schools regarding the policy or curriculum implementation (see Arlestig, 2007;Pansiri, 2008, Virgilio &Virgilio, 2001). For example, Arlestig (2007) reports that in one Swedish school, communication was not used as a tool for stimulating learning and encouraging dialogue about important pedagogical and school improvement issues and this impacted negatively on school performance. Virgilio and Virgilio (2001) note that principals are important people to constantly communicate about the curriculum of the school to bring about expected changes.…”

Section: Introductionmentioning

confidence: 99%

Communication as a Strategy for Implementing the Language-in-Education Policy in Botswana Primary Schools

Mokibelo¹

2017

ASSRJ

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This paper examines the role that communication plays as a strategy for implementing the language-in-education policy (LiEP) by teachers, school management and education officers in Botswana primary schools. Communication is at the pinnacle of the implementation of the language-in-education policy. This is confirmed by the diffusion of innovation and the eagle leadership theories. If ignored, it could lead to frustration and despair amongst policy agents. This study adopted the qualitative approach with open ended questionnaires, interviews and classroom observations techniques to investigate the problem. The findings indicate that effective communication was lacking in the implementation process of the language-in-education policy and this has led to disconnectedness, detachment, burn out and frustration amongst teachers. In the light of these findings, this study suggested the development of leadership and management in education officers, school management and teachers to raise their awareness about the critical role they can play in successfully implementing the LiEP through diverse communication channels. This study concluded that there should be, a reflection and change of behaviour by both senior personnel and teachers in primary schools to achieve the objectives of the language-in-education policy.

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Principals' Communication Inside Schools: A Contribution to School Improvement?

Cited by 20 publications

References 3 publications

The directive communication of Australian primary school principals

The directive communication of Australian primary school principals

Teachers' Perception and Opinions Regarding the Communication Skills of School Administrators

Communication as a Strategy for Implementing the Language-in-Education Policy in Botswana Primary Schools

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