Running head: Organizational Behaviour Case Study

Case Study:

The Importance of
Effective Communication
Between Education
Administration and Teachers

By:
Suzette Charlery

Professor: Dr. Alicia Law

International College of the Cayman Islands
GR: 532. Special Topic
March 23, 2016

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EFFECTIVE COMMUNICATION IN EDUCATION ADMINISTRATION

Table of Content
Abstract---------------------------------------------------------------------------------------4
Introduction----------------------------------------------------------------------------------5
Purpose of the Paper------------------------------------------------------------------------5
Keywords and Definition of Terms-------------------------------------------------------6
Methodology---------------------------------------------------------------------------------7
Statement of Problems----------------------------------------------------------------------8
Background of the Problem--------------------------------------------------------------10
Research Questions------------------------------------------------------------------------10
Theoretical Framework -------------------------------------------------------------------11
Review of the Literature -----------------------------------------------------------------13
Horizontal, Lateral and Vertical Communication-------------------------------- 13
Principal- Teacher Communication Learning-------------------------------------14
The Importance of Good Principal and Teacher Relationship------------------15
Principal Communication as Education Leaders----------------------------------16
Principal Communication and Organizational Structure------------------------17
Barriers to Communication----------------------------------------------------------19
Improving Communication Skills---------------------------------------------------20
Recommendation on Effective Strategies for Better Communication---------21
Discussion----------------------------------------------------------------------------------22
Limitations----------------------------------------------------------------------------------23

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EFFECTIVE COMMUNICATION IN EDUCATION ADMINISTRATION

Data Analysis and Results----------------------------------------------------------------24

Conclusion----------------------------------------------------------------------------------25
The Projects Potential Impact on Social Change-------------------------------------27
References----------------------------------------------------------------------------------28
Appendix A---------------------------------------------------------------------------------32
Appendix B---------------------------------------------------------------------------------33

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Abstract
People with good communication skills can convey their thoughts, knowledge,
and ideas effectively to other people. As in all dimensions of social life, in educational
organizations, good communication is crucial. In order to have an active qualified and
productive education, effective communication skills are needed among managers and
teachers. It influences the motivation and satisfaction of managers, teacher, and students
(Habaci et al., 2013).
Educational administration in the Cayman Islands includes communication flow
between:

Manager-Teacher

Teacher-Teacher

Teacher-Student

Teacher-Parent
This paper will investigate the skills used in communication between managers

(principals) and teachers in public schools. Focus is on how it affects the teachers level
of motivation.

Keywords: Principal, Teacher, Interpersonal Communication, Organizational

Communication, Leadership, Dialogue

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Introduction
Considering that no group, aside from the teaching cadre, has a greater influence
on the success of the educational process, teachers should realize, whether consciously or
unconsciously, that leadership attitudes and abilities of principals, such as support,
motivation, participation, and evaluation (Bowen, 2011), are crucial in achieving the
effectiveness of a school. Moreover, since principals by tradition were originally teachers,
it stands to reason that the teacher who earns the qualifications and desires to eventually
elevate to the position of a principal will possess knowledge of those particular skills and
related styles that one would need as a principal to be an effective leader. Since teachers
work closely with principals, and many of them may work with several principals during
their teaching career, it appears that useful information could be obtained from teachers in
helping to define principal leadership and communication skills. As stated by Bowen
(2011), the school principal is the major influence on the quality of education in a school.
The school principal, also known as the middle manager and the site administrator is the
major influence on whether education is effective or ineffective; whether morale is high
or low; whether the school climate is positive or negative; whether personnel are satisfied
or dissatisfied; whether students achieve or dont achieve; whether the parents and the
public are cooperative or uncooperative; and whether there are effective management and
leadership (Bowen, 2011).
Purpose of the Paper

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The purpose of this research is to examine how principals and teacher use
dialogue in their daily communications and discover how the dialogue influences
teachers motivation. This paper focuses on the Ministry of Education as it explores the
importance of effective communication between education administration (principals)
and teachers. According to Robbins and Judge (2014), the less distortion in
communication, the more employees will receive goals, feedback, and other management
messages as intended.
Keywords and Definition of Terms
Principal
The head or director of a school (Dictionary.com, 2016).
Teacher
Persons who are certified employees of their school hired to teach students about
a subject (Merriam-Webster Dictionary, 2016). A person with at least one year of
experience in their present position is full-time staff members. For this study, full-time
teachers are those assigned at least 75% teaching.
Interpersonal Communication
Communication amongst people is a process in which everyone receives, sends,
interprets, and infers all at the same time, and there is no beginning and end. To
communicate effectively is the act of being understood and understanding others, a set of
skills to be learned and practiced (hrcouncil.ca, n.d). Communication must include both
the transfer and the understanding of meaning (Robbins and Judge, 2014).

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Organizational Communication
Organizational communication is a process of creating and exchanging messages.
The process includes several key elements such as network, interdependence,
relationship, environment, uncertainty and messages (Robbins and Judge, 2014).
Communication is closely connected to organizational structure and culture.
Communication can be used to analyze and reflect as well as affect what is happening in
the organization. Communication is here seen as a pervasive role rather than an
individual skill (Arlestig, 2008).
Leadership
Leadership is the ability to influence a group towards the achievement of vision or
set of goals. The influence may be formal and provided from a managerial rank in an
organization (Robbins and Judge, 2014).
Dialogue
An exchange of ideas or opinion on a particular issue with a view to reaching an
amicable agreement or settlement (Dictionary.com, 2016).
Methodology
A survey was developed to measure the effectiveness of good communication
between principal and teacher. The purpose of the intervention was to provide teachers
with easy to understand and easy to implement content knowledge. This selfadministered questionnaire consisted of 8 statements and was designed using Microsoft

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Excel to evaluate teachers perception of communication with their principal and how it
affects their level of motivation. This cross-sectional survey design consisted of
statements asking about communication in the context of the interaction between the
principal and teacher and give feedback from experiences, performance evaluation, faceto-face encounters, during class visits, oral or written praise, oral or written reprimand
and nonverbal forms of communication such as facial expressions. Besides
communication, the questionnaire was structured to include receiving information from
teachers of issues about success, outcomes, structure, culture, readiness capacities,
collaboration, quality and assessment, visions, improvement, staff development and
leadership styles as it relates to working with their principal (Arlestig, 2008).
The qualitative design consisted of full open-ended questions that encouraged
teachers opinion. The surveys were emailed to 8 college teachers. Individual teachers
gave consent to participate. 4 participants responded.

Statement of the Problem

Effective communication is very important and significant in the Educational
Administration of the Cayman Islands and plays a vital role in accomplishing the vision
and mission of the organization. The Education Department of the Cayman Islands 20152016 Plan of Action (2015) outline roles and responsibilities for all staff to ensure clearly
understood expectations of them and that they are accountable for delivering specific
output. However, some teachers do not feel empowered to do their jobs due to some
barriers that retard or distort effective communication between principal and teachers.
The National Curriculum states Teachers will be expected to make judgments about the

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levels attained by each of their students, particularly at the end of a key stage. In deciding
on a students level of attainment, teachers should judge which description in the
attainment targets best fits the students performance (National Curriculum, 2008).
Teachers who are distracted and unhappy about their principals poor communication
skills which are sometimes non-verbal tension (such as silence and withholding
information), job satisfaction and motivation are affected which in the long run can be
reflected in the students output.
Minister Tara Rivers (2015), states We are not shying away from the challenges.
We know that there are issues and we need to ensure that these are addressed and our
children have the high standard of education that they deserve (Rivers, 2015). A staff
complement of over 800 works to meet the Ministrys objectives in line with public
service values and with a particular emphasis on efficiency and effectiveness (Ministry of
Education, Employment & Gender Affair, Cayman Islands Government, 2015). Recently
school inspection reports were posted, and the community was astounded by the sentence
of the executive report which quote Students achievement overall is below age-related
expectations and represents significant underperformance at all stages of education. The
weaknesses in achievement are notably related to teaching quality. (Caymanian
Compass, 2015).
An ordinary work day for principals and teacher contains many meetings,
interactions, and conversations. The question is, how do these activates contribute to
school outcome? (Arlestig, 2008). Effective communication with teachers can raise team
efficacy and their belief about their future success which in turn can motivate them to
work harder (Robbins and Judge, 2014).

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Background of the Problem

According to the Ministry of Education, Employment and Gender Affair, Cayman
Islands Government (2015), it states A central objective of our Ministry is to enable our
people to acquire the capacities to be successful in the global economy. We believe it is
important that we advance and improve critical thinking and understanding amongst
Caymanians, young and old, about ourselves and how we fit into the world around us
(Ministry of Education, 2015). From schools, colleges and training programs to job
placement, labor administration, and pension, the ministry focuses on enabling the people
of the Cayman Islands to realize their hopes and dreams of becoming productive and
valued members of Caymanian society.
Communication between principals and teachers that include dialogues and
affirmation/feedback of the teachers professional work and interpretation of visions and
objectives as well as teachers daily work in the classroom seem to be quite scarce in
many of the research studied (Arlestig, 2008). However, Caymans Ministry of Education
has a strong organizational culture. The organizations core values are both intensely held
and widely shared. Furthermore, the culture has a boundary- defining the role, conveys a
sense of identity for the organization members, facilitates commitment, and enhances the
stability of the social system (Robbins and Judge, 2014).
Research Question
My research questions are:
1.

How has communication between principal and teachers contributed to the

teachers level of motivation?

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2.

Has communication between principal and teachers affected the quality of

teaching skills?
Communication in the context of this study is the interaction between the
principal and teacher. This includes the interaction from performance evaluation, face-toface encounters during class visits, oral or written praise, oral or written reprimand and
nonverbal forms of communication such as facial expressions. It is thought that the
organization establishes formal channels of communication and transmit messages related
to the professional activities of members (Robbins and Judge, 2014). Is there a problem
with the flow of communication vertically between principal and teachers?
School directors are expected to have a comprehensive knowledge of humanities,
impressive communication skills, and leadership personalities. Effective communication
process can change peoples behaviors by establishing a networking system to provide
interpersonal links and effective coordination. (Robbins and Judge, 2014). As a result,
will teachers have a better understanding of the information coming down from a
management level while having the freedom of feeling involved when their feedback and
opinions are invited upwards?
Theoretical Framework
Experiential Learning Theory (ELT) and Adult Learning Theory (ALT) both
support the importance of communication and dialogue between principal and teachers.
They each provide a holistic model of the learning process and a multi-linear model of
adult development, both of which are consistent with research about how people learn,
grow, and develop (Sternberg & Zhang, 2001 as cited by Prichard, 2013). Teacher and

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school growth will be natural by-products of using dialogue effectively. Glickman,

Gordan, and Ross-Gordan, (2009) discuss how a level of cognitive thought beyond
Piagets 4th level of cognitive development is sometimes referred to as dialectical
thought. Cognitive thought, as explained by Glickman, et al. (2009), is the process of
intellectual growth in learning from showing and telling to the active construction of
knowledge. They also describe the 5th level of consciousness that is not usually reached
until an adult is in his/her mid-thirties to forties that are directly related to dialectical
thinking. This means that for dialogue to occur, all participants need to be able to think
critically. The importance of school leadership and its effects, positive and negative, on
school climate have been clearly defined in the literature.
This study examines school leadership and the role dialogue plays in building and
sustaining a democratic environment. This study will be a qualitative look into the
dialogue of leaders and its influence on teachers and, ultimately, on a democratic culture.
Research also shows that dialogue, as an important part of communication, is an essential
tool for school leaders in creating a democratic environment (Prichard, 2013). It is
imperative that dialogue is used to increase the critical thinking required for personal and
educational growth and continued communication between educational leaders and
teachers. It is also critical to examine how leadership affects democracy regarding
dialogue. The Revised Blooms Taxonomy (Anderson & Krathwohl, 2001 as cited by
Prichard, 2013), clearly shows that critical thinking is necessary for the areas of dialogue
and reflection. It is a useful tool for showing value and care for others. Educational
leaders have the potential to model the higher levels in the taxonomy because the clearer

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understanding of dialogue occurs when we engage, reflect, and extend critical thinking in
all our daily practices (Prichard, 2013).
Literature Review
Effective communication in schools setting is a great advantage for school
reaching their goals. This process in education depends on the principals responsibility
for the educational setting and the involvement of teachers who play the most
fundamental role in the shaping of education. (Habaci et al., 2013). Communication is
closely related to organizational culture. To make an organization work, a collaboration
between principals and teachers is necessary. Values and attitudes about work and
collaboration affect how activities are conducted. Beside structural aspects, such as how
much time is devoted to various content and meetings, and who is participating, cultural
aspects such as trust between the involved staff members affect how and what is
communicated (rlestig, 2008).
Horizontal, Lateral and Vertical Communication
According to Robbins and Judges (2014), communication can flow in vertical
dimensions downward and upward or laterally. Horizontal and vertical communication
patterns are often associated with power within the conversation. Power, as defined by
Merriam-Websters Dictionary (2016), is a position of control, authority, or influence
over others. In horizontal conversations, everyone is working from the same level of
power; in a vertical conversation, at least one of the people is speaking from a position of
power over another person. An assumption sometimes made is that the principal is in a
vertical position of power due to his or her position (Prichard, 2013). This study provides

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examples of situations when employees technically should be under the principal in

power concerning the chain of command but do not always play that role.
-Downward communication. Recent research by Habaci et al. (2013), explain
that leaders and managers who use downward communication professionally to explain
assigned goals, provide job instructions and to explain policies and procedures resulted in
favorable support and commitment to change. They also establish information offices to
ensure the proper flow of information.
-Upward communication is used to provide feedback, give suggestions to
higher-ups, to inform them of progress towards goals and relay current problems. This is
ideally what teachers satisfied with. However, they find this difficult to do when
principals are overwhelmed and easily distracted (Robbins and Judge, 2014).
-Lateral communication is when members of the same group (for example
teachers) communicate horizontally with each other. Lateral communication occurring
with managements knowledge and support can be beneficial (Robbins and Judge, 2014).
Teachers find peace in sharing with each other, teamwork and being supportive laterally.
Significantly, management also carries a profound responsibility regarding
providing ethical leadership in the area of effective communication. The importance is
seen through acts, principles, and organizational climate (Buchholz and Carroll, 2012).
Principal Teacher Communication
Research by Habaci et al. (2013) explains how the quality of communication
between principals and teachers enables the development of communication channels and

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the quality of teaching. In this two-way communication between principal 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. Also, teachers
should inform the director about their professional problems and issues with colleagues.
This two-way communication must be face-to-face. Principal 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
principal and teachers in a school, teachers grow to be proud of working with their
principal. This will increase awareness of the principal 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
(Habaci et al., 2013).
The Importance of Good Principal and Teacher Relationships
School achievement depends on the nature of relationships established within the
school's corridors, especially the relationships formed between the principal and teachers.
Here in Cayman, the importance of good communication between principal and teacher is
acknowledged. Researcher Van Beck (2011) concurred with researchers Wei, Andree, and
Darling-Hammond (2009) who examined the professional development opportunities
provided for teachers in several of the highest-achieving nations as measured on
international measures such as the Programme for International Assessment (PISA) and
the Third International Math and Science Study (TIMSS). They found that the learning
systems in those high-achieving nations have five features in common, including: (1)

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time for professional learning and collaboration built into teachers' work hours, (2)
ongoing professional development activities that are embedded in teachers' contexts and
focused on the content to the be taught, (3) extensive opportunities for both formal and
informal in-service development, (4) supportive induction programs for new teachers,
and (5) school governance structures that involve teachers in decisions about curriculum,
instruction, assessment, and professional development (Van Beck, 2011).
Principals Communication as Educational Leaders
To be a leader in an organization includes leading towards specific goals and
being accountable for organizational outcomes. Principal's communication and tasks
include many different issues. Beside issues more directly related to teaching and
learning, budgeting, administration, marketing, issues related to students in need of
special care, and information to parents are examples of tasks that are linked to running a
school. Even if organizational structure and culture are in order, there needs to be a
message in the conversations that can be identified as essential for the work towards good
student outcomes. According to the curriculum, the principal is expected to be a
pedagogical leader and also responsible for the school. Despite that clear statement, there
is a risk that other issues can overshadow conversations about the schools core tasks
(Kotter, 1996 as cited by Arlestig, 2008). My research examines conversations that are
related to teaching and learning. This does not set aside that other issues are relevant in
the principals communication. Instead, it emphasizes that for the principal to conduct a
pedagogical leadership and take responsibility for the school results, the content of the
conversations should be more directly connected to teaching and learning issues and
student outcomes. Even if student results, teaching and learning issues and school

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improvement are core tasks for schools, it seems like some teachers almost never talk
with their principals about these issues, and for many others, it is not the dominating
topic (Arlestig, 2008).
Importantly, even if the principal has good individual communications skills, the
communication structures and culture can support or undermine the leaders intentions.
For example, in a resistant culture with limited meeting time, a principal can undervalue
the importance of mutual interpretation. If the main part of the principals time goes to
transmission of information and listening to individual teachers problems,
communication can preserve existing patterns rather than being an active tool for
improvement. If there is a low awareness about organizational prerequisites and
communication processes, it can be hard for the principal to determine the reasons why
the communication does not come through as intended (Arlestig, 2008).
Principals Communication and Organizational Structure
According to Arlestig (2008), there are differences in the schools' communication
processes, including a variety in content and focus in the principals and teachers daily
conversations. School structures together with teachers and principals values and
attitudes affect how the internal communication processes contribute to teachers
motivation and students results. The context is significant for what kind of results an
organization achieves. Looking at the context as one of the active components in the
leadership process, research by Pierce & Newstrom, (2007) as cited by Arlestig (2008),
highlights the importance to consider both how the organization forms prerequisites for
the staff behaviors and how each staff affects the organizational structure and culture.

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Communication and culture are closely connected. Communication becomes the

medium where the culture becomes visible (Clegg, Kornberger, & Pitsis, 2004 as cited by
Arlestig, 2008)). Organizational structure and culture are prerequisites for communication
processes in schools. Since structure and culture do not always go together as integrated
parts of the organization, the principals awareness of the contradictions that can occur
together with how she or he uses dialogues and communication with the teachers affects
the development of both structure and culture (Arlestig, 2008). Furthermore, this implies
that being a good communicator demands knowledge about organizations and their effect
on communication processes. How the principal and the teachers understand and reflect
on the communication and leadership processes and its relation to the organization will
affect the level of motivation and the organizational outcomes. Low understanding and
reflection can be described as a communicative and organizational blindness. Every
organization has its areas of blindness. Poor communication within the organization can
lead to observable error, delay, morale problems, and other inefficiencies (Van Beck,
2011). Since communication is pervasive, it reveals the principals knowledge both as a
communicator, and how he or she understands the organization's structure and culture
(Kowalski, Petersen, & Fusarelli, 2007 as cited by Arlestig, 2008). This puts the focus on
the principals ability to lead a communicative system as much as the individual ability to
listen or transmit information about separate issues and details horizontally or vertically
(Arlestig, 2008).

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Barriers to Communication
Based on research by Habaci et al. (2013), teachers felt the reason they are
discouraged by the communication with their principal were due to principals prejudice,
misunderstanding of the objective of communication, lack of confidence in the teacher,
not providing the teacher with what they need, lack of respect, wrong choice of words,
not listening effectively, and not arranging sufficient time or place to meet.
According to Habaci et al. (2013), communication apprehension is another barrier
which is the feeling of fear or anxiety for someone. For teachers, this fear factor generally
grows in the first years of education, and oral communication, social skills, and selfconfidence of students are deeply influenced by it. Although communication
apprehension stems from low material abilities, deficiency in speaking skills, social
introversion, low social confidence, social alienation, cultural, and ethnic differences,
however, principals are trained managers and are expected to set an example when
communicating with their staff. Examples include principals action to avoid vague
communication objectives lack of trust between teacher and their students, failure to meet
students needs, high levels of anxiety, not giving feedback to compliments, prejudice,
misunderstanding of teachers statements, drawing different conclusions from the same
statement, improper speech style, diction, or use of language, inappropriate speed of
speech, vague statements, accusative language, starting lessons without any schedule,
deviation of communication in courses, expectation differences between teacher and
students, errors arising from role and status, improper use of body language and
disregarding cultural patterns in the teachers classroom (Habaci et al, 2013).

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Improving Communication Skills

For educational organizations to establish robust communication, directors should
be able to empathize with teachers. Communication channels need to be constructed in
organizations, and these channels must always be open so that every employee can
participate in any decision process related to the organization (Habaci et al., 2013).
Better communication is obtained when principal and teacher practice good
interpersonal communication skills such as effective language use, making eye contact,
using body language, interpersonal social distance, and an empathetic approach.
-Effective language use is the best way to get information to and from the
employee. Whether oral or written, when used without judgmental statements, it enables
confidence in expressing and sharing thoughts as well as getting feedback (Robbins and
Judge, 2014).
-Making eye contact is important in preventing distraction and distractibility. The
listener is focused on what is being said and it gives good value and respect for the
conversation (Habaci et al., 2013).
-Using of body language during a conversation is important. The nonverbal
component can stand alone in creating a good environment. For example, smiling,
approval by nodding, blinking, facial expression, and body movement (Robbins and
Judge, 2014).

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-Interpersonal social distance to each other during a communication is

considerate of the proper spacing between people largely depending on cultural norms
(Robbins and Judge, 2014).
-The empathetic approach is defined as the ability to understand by imaging
oneself in another persons place. Empathetic listen between principal and teacher is twoways and leads to removal of judgment, prejudices and unfriendly criticism (Habaci,
2013).
Teachers who completed questionnaire for this study said they feel motivated
when principals give positive feedback to them (it gave them a feeling of intrinsic
reward), walking through their class and show they are engaged, acknowledging their
efforts, and ask if there is anything they need or would like to suggest while making eye
contact. Furthermore, complimented them for meeting their target/ goals, treated them
fairly, and responding to their email were just as satisfying as giving negative feedback or
constructive criticism in privacy.
Recommendation on Effective Strategies for Better Communication
Principals should communicate both horizontally and vertically in organizations
and seek to develop their communication with teachers. 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 principals to
participate in communication skill training, motivate their staff, discourage gossip,
respect varied views, and make use of different communication tools (iman, 2012, p.
191 as cited by Habaci, 2013).

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Just as teachers are expected to act as role models for students, administrators
must model the kind of behavior that creates positive relationships amongst the staff.
Suggestions for principals are:

Admit their mistakes. It shows teachers they have good integrity

Be open to receiving feedback. Working together for a happy, healthy

Validate teacher uncertainty. Acknowledge their uncertainty create a safe,

school
trustworthy school.
This will motivate teachers and allow them to feel comfortable and safe to express
themselves and learn from each other. This will lead to productive teaching and a better
education for the students (Zakrzewski, 2012).
Discussion
Effective Communication from principal to teachers according to Robbins and Judge,
(2014) includes important training skills such as:

The chief executive championing and being a good role model for
communication
words from leaders matching their actions
Commitment to two-way communication
Face-to-face communication
Bad news being communicated as effectively as good
Communication being seen as a management function, not a set of techniques.
(Robbins and Judge, 2014)
Research on person-organization fit has also looked at whether peoples values
match the organizations culture (Robbins and Judge, 2014). The principal should
consider the following questions for themselves:

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At the end of the day, list everyone you communicated with during that day, no

matter for how short time. Your results may be surprising.

Are your reasons for communicating helping you lead the school in managing

change?

Is the way you communicate actively assisting you in problem-solving?

Is the way you communicate helping you to strengthen working relationships?

Are there two or three aspects of communication you should emphasize during the

next year?

Is communication difficult for you? What can you do to resolve this?

What principal and teachers talk about and how they communicate both reflect

and construct what is considered important in different processes and activities (Arlestig,
2008).
Limitations
This study had several limitations. First, by using only eight teachers, the sample
size may have been too small to suggest the results would be the same generally. Second,
the only four teachers participated. Thirdly, teachers may have been hesitant to honestly
communicate their thoughts on the survey since the survey was based on possible
perceptions of their direct supervisor even though they were instructed to report to
present or any previous supervisor. Also, the researcher was an employee in the studied
school system which may have led to additional apprehension, anxiety, and guarded
responses from both the teachers.

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Data Analysis
The following research questions guided this project study:
1. How has communication between principal and teachers contributed to the teachers level
of motivation?
2. Has communication between principal and teachers affected the quality of teaching
skills?
The communication questionnaire was used to provide a more comprehensive tool
for assessment of the teachers relationship with the principal how it is an association
with their level of motivation to teach. The information captured the teachers awareness
of what types of dialogue they shared with principals.
After data collection from teachers on written sheets, data inspection followed by
missing information or incomplete information. Teachers questionnaires were separated
based on whether they thought good communications was important or not. The teachers
answer on the survey indicated whether or not content knowledge was used to enhance
good communication. Each survey tallied by statement and response to the statements,
these were arranged under good communication, which indicated teachers show positive
attitudes and practices towards principal or poor communication which indicated teachers
displayed negative attitudes and practices towards their principal. Eight teachers are
given questionnaires, participation requested. Four participants responded.
The complete questionnaire showed communication barriers included the
principals lack of confidence in their leadership. In some cases, principals were
unprofessional by allowing their personal goals to override the goals of the organization.
Research on leadership suggests that leaders actions are irrelevant because experience

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and training are among the substitutes that can replace the need for a leaders support or
ability to create a structure (Robbins and Judge, 2014). It is thought that principals
attitude, personality, and ability affect their performance and in this case, their
communication skills.
The results of this study can have a significant impact on the relationship of the
principal to his/her teachers, possibly resulting in conversations and interactions that will
improve behaviors of the leader and teacher perceptions of the leader. This study provides
valuable information to school leaders regarding teachers perceptions of their leadership.
Due to the small sample size, the results did not allow the researcher to make general
statements regarding teachers perceptions of principal leadership.
Conclusion
Teachers express a lack of classroom visits and professional feedback from their
principals. This implies that principals and teachers have too few joint forums with a
conversation about teaching and learning issues. One explanation can be a too diverse
reality and lack of time. My study shows that there is a potential for principals and
teachers to prioritize and improve the quality in their communication process, at the same
time the role of the district, the superintendent, and the political initiatives affecting the
local schools prerequisites should not be underestimated. The findings also show that
principals communication with their teachers are unequally distributed (Arlestig, 2008).
To give some teachers more time for conversations can be an organizational strength if
the decisions are conscious and based on the current situation and the individual actors. It
can, on the other hand, be a problem especially if the principal is not aware of the
differences and the meetings take time from other individuals or issues. Many principals

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EFFECTIVE COMMUNICATION IN EDUCATION ADMINISTRATION

provide an open door policy where some teachers take the opportunity to talk with their
principals while others do not. Since principals have a limited time to communicate this
can lead to an inappropriate amount of time spent on issues that could be solved more
efficiently. Teachers ask for more professional affirmation and feedback. At the same
time, it seems like the open door policy does not contribute with feedback or at least do
teachers not recognize these conversations as feedback on their profession and
performance (Arlestig, 2008)
Indeed from the research, my project questions were answered. Communication
can affect motivation and the quality of teaching skill. Many problems, in school, can be
directly traced to whether information was communicated, how it was communicated,
and who communicated it. Managing communications effectively is a key leadership
skill, and principals taking the time to review their communications strategy and work on
improving it will be time well spent. An effective teacher connects with people. The
world is shrinking so rapidly that our personal and professional success depends on
developing and establishing strong relationships with others (Dean, 2005).

The Projects Potential Impact on Social Change

Effective collaboration is complex and is not always easy. On occasion, it brings
with it a sense of discomfort with its difficulty. Effective collaborations operate in the
universe of ideas, seeking existing practices in a critical sense, looking for better
alternatives and working hard together to bring about improvements, and assessing their
worth (Bowen, 2011).

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EFFECTIVE COMMUNICATION IN EDUCATION ADMINISTRATION

A common theme to all change initiatives is that relationships should improve. If

the relationship improves, the situation will get better. If they remain the same or get
worse, things will become stagnant or worse. Principals must be consummate relationship
builders with diverse teachers and groups. Effective leaders constantly foster purposeful
interaction and problem 17 solving and are wary of easy consensus (Fullan, 2001 as cited
by Bowen, 2011). The key person in the life of an effective growing school is the
principal, whose role now requires an understanding and application of communication
strategies that enable each school to develop and accomplish its unique mission.
According to Ron Clark (2003 as cited by Bowen (2011), Disneys 2000
Outstanding Teacher of the Year, says life is all about experiences, the ones that you make
for yourself and the ones you make for others. As he refers to students: guide them as
they grow; show them in every way possible that they are cared for, and make special
moments for them that will add magic to their lives; motivate them to make a difference
in the lives of others; and most importantly, teach them to love life.

References
Arlestig, H. (2008). Communication between principals and teachers in successful school.
Available from: http://www.diva-portal.org/smash/get/diva2:142460/fulltext03

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EFFECTIVE COMMUNICATION IN EDUCATION ADMINISTRATION

Bowen, T. B. (2011). A case study of attitudes and perceptions of leadership characteristics as

perceived by middle school teachers and the principals (Order No. 3457609). Available
from ProQuest Dissertations & Theses Global. (873790089). Retrieved from
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Buchholz, A. and Carroll, A. (2012). Business and Society: Ethics and Stakeholder Management.
Personal and Organizational Ethics. 8th Edition. South-Western. Chapter 8

Caymanian Compass (2015). Public education: Caymans most important test,' 14 September,
[Online]. Available at: http://www.compasscayman.com/caycompass/2015/09/14/Publiceducation--Cayman-s-most-important-test/

Dean, P. (2005). National Social Science Association. Preparing Teachers for Education in the
Diverse World. Available from: http://www.nssa.us/journals/2007-29-1/2007-29-1-09.htm

Dictionary.com (2016). Dialogue. Retrieved from

http://www.dictionary.com/browse/dialogue

Dictionary.com (2016). Principal. Retrieved from http://www.dictionary.com/browse/principal

Glickman, C., Gordon, S., & Ross-Gordon, J. (2009). The basic guide to supervision and
instructional leadership. United States of America: Pearson Education, Inc.

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EFFECTIVE COMMUNICATION IN EDUCATION ADMINISTRATION

Habaci, I., Celik, E., Habaci, M., Adiguzelli, F. and Kurt, S. (2013). Effective Communication in
Education Administration. Retrieved from:
http://www.davidpublishing.com/davidpublishing/Upfile/9/26/2013/2013092684838169.
pdf

Helms, P. M. (2012). Effective leadership: Perceptions of principals and the teachers they
lead (Order No. 3587858). Available from ProQuest Dissertations & Theses Global.
(1427345183). Retrieved from http://search.proquest.com/docview/1427345183?
accountid=158672

Hrcouncil.ca (n.d). Workplaces that work. Interpersonal Communication. Retrieved from

http://hrcouncil.ca/hr-toolkit/workplaces-interpersonal.cfm

Merriam-Webster Dictionary (2016). Power. Retrieved from http://www.merriamwebster.com/dictionary/power

Merriam-Webster Dictionary (2016). Teacher. Retrieved from http://www.merriamwebster.com/dictionary/teacher

Ministry of Education, Employment & ender Affairs, Cayman Islands Government (2015).
About Us. Available at: http://www.education.gov.ky/portal/page?
_pageid=3901,6919537&_dad=portal&_schema=PORTAL

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EFFECTIVE COMMUNICATION IN EDUCATION ADMINISTRATION

National Curriculum (2008). Guidance on using the National Curriculum. Available from:
http://www.education.gov.ky/pls/portal/docs/PAGE/MEHHOME/EDUCATION/CURRIC
ULUM/CURRICULUMDOCUMENTS/GUIDANCE2008.PDF

Prichard, T. S. (2013). Dialogue in the relationships between principals and teachers: A

qualitative study (Order No. 3609230). Available from ProQuest Dissertations & Theses
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Robbins, S., and Judge, T. (2014). Essentials of Organizational Behaviour. 12th Edition. Chapter
7, Chapter 10, Chapter 11, Chapter 16.

Van Beck, S. A. (2011). The importance of the relationships between teachers and school
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Administration Can Foster Teachers Growth. Available from:

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http://greatergood.berkeley.edu/article/item/3_ways_administrators_can_foster_teachers_
growth

Appendix A
COVER LETTER TO PARTICIPANTS

Dear Teacher Participant,

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EFFECTIVE COMMUNICATION IN EDUCATION ADMINISTRATION

My name is Suzette Charlery, and I am a masters student enrolled at International

College of the Cayman Islands. My research is entitled The Importance of Effective
Communication between Education Administration and Teachers as it relates to Teachers
Motivation.
Communication in the context of this study is the interaction between the
principal and teacher. The feedback can be from performance evaluation, face-to-face
encounters during class visits, oral or written praise, oral or written reprimand and
nonverbal forms of communication such as facial expressions.
I will be gathering information through a questionnaire. I am requesting your
assistance by completing the questionnaire. Your identity will not be revealed in this case
study.
I am interested in learning the role principals communication play in teachers
motivation as this plays an important part in reaching the organizational goals.

Sincerely,
Suzette Charlery
Appendix B
INTERVIEW QUESTIONS FOR TEACHER PARTICIPANTS

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EFFECTIVE COMMUNICATION IN EDUCATION ADMINISTRATION

Please think on these questions and answer truthfully. Take in consideration that
your principal does not have to be your current but previous principal as well. Any
experiences you have to share are most useful. Thank you for your participation.

1.

How would you describe your principal in terms of interpersonal skills?

Example: Does your principal yell, scream or shout? Does your principal have a pleasant
and inviting tone of voice? Is your principal a good or poor communicator? (Explain all
answers)
2.

How would you describe your working relationship with your principal?

3.

How does your principal normally communicate with you?

4.

Describe a time (if any) when your principal was or was not sensitive to

you as a professional? Describe your feelings and response

5.

Which communication skills of your principal have hindered or improved

your performance as a teacher?

6.

What is your perception of how principal views your performance?

7.

How does that perception affect your performance?

8.

Describe how does your principals communication skills have or have not

impacted your performance.