Teachers' satisfaction with principals' communication
| dc.contributor.author | Keat Bee, Chee | |
| dc.date.accessioned | 2016-05-11T02:58:13Z | |
| dc.date.available | 2016-05-11T02:58:13Z | |
| dc.date.issued | 1998-07 | |
| dc.description.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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/2025 | |
| dc.language.iso | en | en_US |
| dc.subject | Pincipals communication | en_US |
| dc.title | Teachers' satisfaction with principals' communication | en_US |
| dc.type | Thesis | en_US |
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