Teachers' satisfaction with principals' communication
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Date
1998-07
Authors
Keat Bee, Chee
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Abstract
This study examined the importance teachers attach to the different communication
messages of their principals and their satisfaction with these messages. Specifically,
the communication content variables studied were messages pertaining to direction,
work information, job rationale, performance feedback, positive expression, negative
expression and participation. Overall, highest importance was placed on feedback.
This was followed by work information, job rationale, participation, direction,
positive expression and negative expression in decreasing order of importance.
Younger teachers however attached the greatest importance on messages providing
direction. Teachers in the sample reported dissatisfaction in all areas of their
principals' communication. The greatest dissatisfaction was with the communication
of feedback followed by messages encouraging participation and those providing
work-related information. Male teachers were significantly less dissatisfied with their
principals' communication than female teachers. Teachers perceive lower levels of
communication dissatisfaction under female principals. Communication ~atisfaction
was found to increase with teachers' age. There was no significant relationship
between teachers' teacl~ing experience, educational level and length of service under
principal and their communication satisfaction. Based on the findings, principals
should tailor their communication to meet the needs of teachers at different stages of
their career.
Description
Keywords
Pincipals communication