Secondary School Directors’ Communication Competence on the Basis of Teacher Opinions
pp. 20-32 | Published Online: May 2017 | DOI: 10.22521/unibulletin.2017.61.2
Aycan Cicek Saglam, Murat Aydogmus
The purpose of the current study is to determine the communication competence of school directors working in various secondary schools in the city of Usak, Turkey, in relation to variables on the basis of teachers’ opinions. The population of the study, which employs the descriptive survey model, is comprised of 820 teachers working in 18 secondary schools located in the city of Usak during the 2014-2015 school year. All the schools included in the study were visited and the questionnaire given to teachers who were willing to participate in the study. Of the distributed questionnaires, only 301 were subjected to analysis. The research data were collected by using “Communication Competence Scale for Elementary School Directors” developed by Topluer (2008). The statistical analyses of the collected data were conducted using the SPSS (Statistical Package for Social Sciences) 17.0 program by means of descriptive statistics, t-test, one-way variance analysis (ANOVA) and Tukey significance test. Findings revealed that in general the teachers think that the school directors’ communication competence is high. The school directors’ communication competence for the dimensions of understanding, empathy, social comfort, and support was found to be “mostly” positive. Moreover, it was also concluded that the gender variable has no significant effect on teachers’ opinions about any of the sub-dimensions of directors’ communication competence. However, the teachers’ opinions about the sub-dimension of support were found to vary on the age variable. Older teachers are of the opinion that school directors demonstrate more supportive communication patterns. The number of teachers in a school was also found to significantly affect teachers’ opinions. In terms of the sub-dimensions of understanding empathy and social comfort, with increasing numbers of teachers, the school director’s communication competence in general is evaluated more positively.
Keywords: communication, communication competence, teacher, school directorReferences
Balcı, A. (1995). Sosyal Bilimlerde Araştırma. Yöntem, Teknik ve İlkeler.Ankara: 72TDFO Bilgisayar-Yayıncılık San. Tic. Ltd. Şti.
Barker, A. (2011). Improve your communication skills. London: Kogan Page Limited.
Bridge, B. (2003). Okulda iletişim. İstanbul: Beyaz Yayınları.
Ciftli, S. (2013). Teachers' perceptions about primary school administrators' communication competencies: Case of Samsun (Unpublished Master’s Thesis). Ondokuz Mayıs University, Samsun.
Coskuner, E. (2008). Analyzing the communication ability of primary school manager according to the perception of the teacher (Unpublished Master’s Thesis). Yeditepe University, Istanbul.
Cubuklu, Z.,& Dondar, İ. (2003). Okul yoneticilerinin iletisim becerilerine iliskin ogretmenlerin algı ve beklentileri. Milli Egitim, 157, 226-236.
Danielson, C. (2015). Framing Discussions About Teaching. Educational Leadership, 72(7), 38-41.
Gokkaya, S. (2009). The main purpose of this research is determining the teacher’s perception related to school managers’ communication skills (Unpublished Master’s Thesis). Yeditepe University, Istanbul.
Gunes, K. (2007). The perception and expectation about communication and motivation ability of primary school teachers, headmasters (Unpublished Master’s Thesis). Yeditepe University, Istanbul.
Jones, R.L. (2006). The effects of principals' humor orientation and principals' communication competence on principals' leadership effectiveness as perceived by teachers (Unpublished doctoral dissertation). University of Akron, Ohio.
Kamate, J.M. (2014). The influence of headmaster’s managerial skills on effective school management: A case of public secondary schools in Mbeya-Tanzania (Unpublished Master’s Thesis). Open University, Tanzania.
Miller, K. (2012). Organizational communication: approaches and processes (6thed.). Wadsworth, Cengage Learning.
Onsal, A. (2012). The relationship between the school principals communication skills and the school culture (Unpublished Master’s Thesis). Maltepe University, Istanbul.
Sevinc, Y. S. (2013). Relation between teachers views on communication abilities of primary school managers and organizational confidence level of teachers: Usak province case (Unpublished Master’s Thesis). Usak University, Usak.
Simsek, Y. (2003). The Relationship between the school principals communication skills and the school culture (Unpublished Doctoral dissertation). Anadolu University, Eskisehir.
Simsek, Y.,& Altinkurt, Y. (2009). Opinions of vocational high school teachers on school culture.Milli Egitim, 187, 372-390.
Sophie, H. J. (2004). A correlation of self-assessed leadership skills and interpersonal communication competencies of public school principals in five Illinois counties (Unpublished doctoral dissertation). Northern Illinois University, Illinois.
Tabor, B. (2001). Conflict management and interpersonal communication style of the elementary principal (Unpublished doctoral dissertation). University of Missouri, Columbia.
Topluer, A. (2008). The relationship between the communication skills of elementary principal and organizational conflict level (Unpublished Master’s Thesis). Inonu University, Malatya.
Torbacıoglu, D. (2007). Managers of primary schools communication methods and senses for motivation levels (Unpublished Master’s Thesis). Yeditepe University, Istanbul.
Toremen, F.,& Kolay, Y. (2003). Ilkogretim okulu yoneticilerinin sahip olması gereken yeterlikler. Milli Egitim, 160.
Varma, A.,& Stroh, L. K. (2001). The impact of same-sex LMX dyads on performance evaluations. Human Resource Management, 40(4), 309-320.
Vieira, L., & Auriemma, D. (2015). Effective Communication Needs Common Language and Goals. ASCD Express, Communications Skills for Leaders, 10(15), n.p.
Wiemann, J. M. (1997). Expication and test of a model of communicative competence. Human Communication Research, 3, 195-213.
Call for Papers
UNIBULLETIN is calling for submissions to the Vol. 7, Issue 2, 2018.
Authors are invited to submit papers from the broader fields of the social sciences and related disciplines in the international context.
All submissions should be presented only in English. Manuscripts should be send to the Editor-in-Chief via e-mail: firstname.lastname@example.org
Submission Deadline: May 31, 2018.