Beruflich Dokumente
Kultur Dokumente
DAVID PUBLISHING
Canakkale, Turkey
Ukrania, Turkey
Communication has great value for humans. People with good communication skills are able to convey their
thoughts, knowledge, ideas, etc., effectively to other people. As in all dimensions of social life, in educational
organizations, good communication is crucial. For an active, qualified, and productive education, effective
communication skills are needed among school managers and teachers, both in the school environment and outside
of it. Communication in educational administration includes manager-employee, student-employee, teacher-teacher,
and teacher-student relationships. Effective communication in a school setting influences the motivations and
satisfaction of managers, teachers, and students. Managers with effective communication skills make it easier for
the organization to reach targets. Effective communication between teachers can be even more fruitful. Employees,
managers, and teachers in schools should analyse the communication process, and use it effectively in educational
activities. This case will not only help the school achieve its objectives, but also play an important role in
socializing students.
Keywords: education, communication, student, teacher, manager
Introduction
Communication is an indispensable fact of human life. Firstly, a human being communicates with his/her
mother even while in the womb, via the placenta. In the 10th week, he/she communicates with people via
his/her sense organs. Over time, the effect and style of communication increase in complexity. As a social
being, a human is required to communicate with other people for survival. Humans are influenced by the
communication of the real world and vice-versa. In todays world, sometimes, called the communication era,
educational organizations are set up to integrate people into the new communicative world. Effective
communication in a school setting allows change and the proper shaping of the world, as well as providing a
great advantage for the school in reaching its objectives. Maintaining an effective communication process in
education depends on the managers responsible for the educational settings, teachers, who play the most
fundamental role in the shaping of education, students, who have the potential to shape the world, and families,
which are important in shaping children as social beings.
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communication on educational settings and their quality, and examine the communication skills of managers,
teachers, and students in schools and classrooms. Communication in schools should be handled not only from
the perspective of educational administration, but also taking into account the social dimension: This paper also
investigates the internalization of communication by managers and teachers, and the effects of this. This has
significance with regard to the overall effectiveness of educational activities, the socialization of students,
individual expression, the robust pursuit of organizational objectives, etc..
Research Model
This study adopted a documental literature review approach. This approach is defined as collecting data
from existing documents (Karasar, 2012, p. 183). Documental reviewing as a data-collecting tool is
indispensable for almost all research.
Definition of Communication
Humans seek to convey messages to each other in a family, school, classroom, or indeed, in any social
environment in order to pursue self-expression, establish their perception of their surroundings, augment their
awareness of others, and maintain their existence as social beings.
The etymological origin of communication dates back to Latin, and the words communs and
communicare (Grz Einli, 2008, p. 5).
Communication affects peoples thoughts and attitudes as well as leading to the sharing of knowledge,
sensations, and thoughts. In other words, communication is a system of relationships to convey knowledge
between people (Grz Einli, 2008, p. 5).
Communication is a knowledge-conveying process between an source and a receiver who understands the
message correctly (can, 2013, p. 3).
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objectives of the source in the process of communication (Ergin, 2008, p. 69). The channel can sometimes be a
person who starts the communication with gestures, mimicking, vocalisations, facial expressions, or words. It
could also be a book, a scenario, the Internet, or currently the most-used mass medium. The receiver generally
gives feedback to the source by the same channel after the message is received. The feedback is required to be
parallel with the content of the message carried by the channel.
Receiver
The receiver is a person or group who analyses the messages coming from source, in accordance with
some specific biological and psycho-social process, and who responds to these messages orally or non-orally
(Erdem, 2005, p. 223). As interpersonal communication is mutual, the receiver replaces the source in the
process of feedback.
Feedback
Feedback is defined as the perception and response of the receiver in relation to the message sent by the
source. After the receiver accepts a message from the source and analyses it, he or she gives feedback. The
extent to which the transmitted message is understood or not is demonstrated in the feedback. Accordingly, the
process of feedback has great value in effective communication. The components of communication are
illustrated below (see Figure 1).
Channel
Source
Message
Receiver
Feedback
Figure 1. The components and process of communication.
Noise refers to anything that affects the proper perception of a message by the receiver. The sources of
noise can be physical, neurophysiologic, or psychological (Kaya, 2010, p. 11).
Significance of Communication
Communication is both an individual and socio-cultural notion. Communication principally enables
relationships with people. It has an important role in a persons self-development. Existence of self and
acceptance by others are provided by communication. Communication is also the biggest provider of
self-realization, as well as providing the ability to share among human beings.
Communications social dimensions include: Providing necessary information to the society, helping the
socialization process of people, motivating people towards objectives, preparing discussion, providing
education, providing cultural development, entertaining, and providing social integration between individuals
and societies (Kaya, 2010, p. 15).
The communication process is used to change peoples behaviours by establishing a networking system to
provide interpersonal links and effective coordination (Bursalolu, 2002, p. 110).
Failed communication is the main source of disagreement, resentment, and misunderstanding in todays
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world. Failed communication results in much wasting of time as a result of misunderstandings in schools,
families, and in all dimensions of social life. It also causes moral deformations (Bridge, 2003, p. 8).
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process which enables organizational culture to be conveyed between people, maintaining a robust future for
the organization. An effective organization is always communicating with the world as well as its own
components.
School directors are expected to have a comprehensive knowledge of humanities, impressive
communication skills, and leadership personalities (Akaln, 1998, as cited in Habaci, 2013, p. 269). With
these qualities, school directors can construct an effective school culture and organizational setting. He/she can
thus develop teacher satisfaction and maintain a reliable educational environment (elik, 2000, as cited in
Habaci, 2013, p. 269).
Directors should communicate both horizontally and vertically in organizations and seek to develop their
communication with employees. They should also establish information offices to ensure the proper flow of
information. This will remove communication barriers and open new channels. It is the responsibility of
directors to participate in communication, motivate people, discourage gossip, respect varied views, and make
use of different communication tools (iman, 2012, p. 191). In addition, Karagzolu cited the following
(Karagzolu, 1985, pp. 64-70):
(1) A robust, hierarchical communication network should be maintained;
(2) The director should adopt a policy of communicating with all parties;
(3) The director should not forget his status as an employee as well, and be close to all employees;
(4) The director should properly analyse symbols and principles in transmitted information;
(5) The director should coordinate formal and informal communication in accordance with the objectives
of the organization;
(6) The director should develop a communication model consistent with the hierarchical system of the
organization;
(7) The director should refrain from acts hindering communication in the organization, and seek to
improve any such environment that exists;
(8) The director should organize meetings to solve organizational problems and address others ideas;
(9) The director should maintain an independent setting in which idea and thoughts can be expressed at
ease;
(11) The director should make use of non-oral communication, such as gestures, and not digress from
objectives;
(11) Employees should be kept aware of the hierarchical structure;
(12) The director should not use his/her office to harm others.
Communication in Education
When the notion of communication is discussed in terms of education, two dimensions can be seen clearly.
One is administration, and the other involves teaching and learning.
Educational institutions determine social behaviours, cultures, organizational structures, and interpersonal
relationships. Learning democratic behaviour, the power of independent and scientific thinking, and critical,
creative, and productive thinking skills are all shaped by educational institutions.
Directors and vice-directors have great importance in educational settings. In order to attain school
objectives, develop school qualities, maintain school culture, and create a positive environment, mutual
communication needs to be increased. An effective education depends on the responsibilities of the director,
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vice-director, and teachers. A director should communicate robustly with his/her staff, as well as members of
parent-teacher associations, parents, bus drivers, etc. (Habaci, 2013, p. 270).
Learning has been defined as a product of life and a permanent behavioural change. The aim of the
source is always to change the behaviour of the receiver. The aim of communication is therefore not the content
of the message but the giving of the message to the receiver. The aim and responsibility of a teacher is to
provide students with target behaviours within the framework of educational curricula. In other words, teachers
should first make these target cognitive and affective behaviours clear psycho-motor. Communication is a
process of the sharing of ideas, knowledge, attitudes, emotions, news, and skills, and through this process,
behaviours can be changed. Learning signifies the permanent behavioural change as a result of
communication processes; learning can, therefore, be considered a product of effective communication. No
learning can occur without effective communication (Ergin & Birol, 2005, p. 30).
In communication processes in education, the source is the teacher and the receiver is the student. The
message is the course book, the content of the curricula, or the voice of the teacher. The channel is the teaching
processes or materials used. The responses of the students represent the feedback (see Figure 2).
Method (Channel)
TEACHER
(SOURCE)
CONTENT
(MESSAGE)
STUDENT
(RECEIVER)
Communication in School
The objectives of communication in schools are to maintain school culture and prepare tasks. People in the
school must be informed about all the tasks executed. In this way, many reflexive opinions are created.
Communication is a complicated and important process that takes place everywhere, all of the time.
Teachers make their lessons via oral, written, video, computer, and many other means. Students learn through
similar tools. Communication is particularly important for directors, who must understand the notion of
communication because communication constitutes the main core of interpersonal relationships, organizational
processes, and the structures of the school (Hoy Miskel, 1998, p. 341). One of the main conditions for
attaining success in education is maintaining an effective environment for communication in the organization.
If people listen to each other attentively, communication will be impressive and solution-oriented. There are
many people in a schooldirector, vice-director, teachers, students, and other employees, and they should all
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be in harmony with each other. Hence, in order for school success to develop, communication must be seen as a
seminal and essential notion (Habaci, 2013, p. 268).
Communication Networks
A communication network is a formal and/or informal series of systems by which people can
communicate at ease. These networks can include horizontal relationships within a hierarchical structure. In
order to maintain effective and robust communication in school, and to make sure all employees are kept
informed about events in the school, these networks need to be managed and maintained properly.
Communication in school involves director-teacher, teacher-teacher, and teacher-student relationships;
outside of school, school-family communication is also important.
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Director-Teacher Communication
As almost all individuals in an educational organization have the same craft knowledge and abilities,
mutual communication is easier to achieve than in more heterogeneous groups.
In a communication process, there is a constant interaction between receiver and source. In order to
coordinate, manage, and influence the teachers and other employees, a director should have knowledge of
his/her employees thoughts, so, he/she can predict their behaviours and responses in advance.
The quality of communication between director and teachers enables the development of communication
channels and the quality of teaching. In this two-way communication between director and teacher, there are
several duties. The director should inform teachers about the components of the profession, policies related to
education, and the success of the profession. In addition, teachers should inform the director about their
professional problems and issues with colleagues. This two-way communication must be face-to-face. Directors
and teachers are expected to express themselves properly in this oral communication. If directors behave
improperly to their employees, and consider teachers to be beneath them, this will close all the communication
channels. If two-way communication is developed between the director and teachers in a school, teachers grow
to be proud of working with their director. This will increase awareness of the director among teachers, and
vice-versa. If this kind of communication is not developed, communication will remain a hierarchical process,
gradually, closing communication channels and thwarting the schools objectives.
Teachers carry great responsibility for the well-being of society, and educational effectiveness should not
be disrupted by any communicational problems with the director. As for students, they should gain many
critical skills, such as productive, democratic, and analytical skills. This will create a democratic setting for
school.
Teacher-Teacher Communication
In the literature, it is often stated that teachers have many roles to play in a school. Actually, only one role
should be attributed to teachersleadership. Teachers need leadership skills to motivate and guide students.
Accordingly, teachers should recognize problems in advance and focus on the solutions. Classrooms should be
managed collectively (Aydn, 2010, p. 211).
The relationships and communication processes between teachers in a school should be in parallel to the
targeted objectives of the organization. The attitudes and behaviours of teachers who have been making a
common effort are the factors which positively influence the knowledge and experiences of students.
As well as formal relationships and communication in school, teachers continue communication within
their own groups. The unpredictable nature of school life leads to this kind of communication being constructed
by teachers. However, internal organizational necessity is the main reason for intercommunication.
Communication among teachers is a natural process in a school. It involves all kinds of spontaneous
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intercommunication (Hogrr, 2007, p. 166). Teachers are expected to adhere to general communication
principles in this process. This case is generally checked by the director. Poor communication leads to
prejudices, as well as negatively influencing moral values and the success of students.
Teacher-Parent Communication
The socialization of individuals starts with the family. Family traditions have a great influence on a person.
Each child grows according to the system of his/her family. Many factors influence children, such as love,
respect, or tolerance in the family, or a familys emphasis on problem-solving. The family has a prominent
effect on childrens integration into society (Hogrr, 2007, p. 158).
Families expect their children to be successful. Academic guidance is also given to children by their
families. This can lead to many conflicts between family and school in terms of childrens academic success
(Fidan, 2012).
Teachers should always communicate with children and their parents out of school. This communication
should not only take the form of teachers complaints to the parents: It will be based on the academic success of
children, their social situations, and their socializing. Teachers should choose a face-to-face communication
style when communicating with parents. Apart from daily, weekly, and monthly meetings with parents, they
should visit their homes. During these meetings, a clear and understandable language style should be used.
Teachers should attempt to carry out these meetings at all costs. They should be in a communication process
with parents as regards the feeding of students, caring for them, playing games, creating a suitable studying
environment, etc..
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