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TEACHER-PRINCIPAL COMMUNICATIONS.
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Essay Subject:
Problems & solutions. Attitudes, stress, listening, cooperation.... More...
6 Pages / 1350 Words
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Paper Abstract:
Problems & solutions. Attitudes, stress, listening, cooperation.

Paper Introduction:
Teacher-Principal Communication In the demanding business of teaching in the public schools, sometimes tension develops between instructors and their administrators, frustrations mount, unmet needs and unspoken emotions accumulate, and the intention of the school's program of learning becomes lost in communication difficulties. There are reasons for these conflicts, and recent research reveals workable solutions. What are the causes? In a textbook for school leadership, edited by Smith and Piele, a chapter entitled, "Communicating," enumerates some of the underlying reasons for communication problems between people. The communication can be one-sided, without reference to the recipient's experience. It can be too abstract, too general, without concrete examples (1989, p. 253).

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In contrast, experienced teachers weremore focused on task demands. There are reasons for these conflicts, and recent researchreveals workable solutions. The principal must makeefforts to understand the teachers preconceptions and sensitivities so thatthey are not alienated. They define a healthy organization to beone in which (1) there are sufficient resources, (2) common goals, (3)internal solidarity, and (4) a unique value system. They found thatteachers become vulnerable when they are not protected from unreasonableparent demands. Tarter and Hoy present statistical research on the relationshipbetween school health and trust. A junior high instructor relates how herprincipal continually criticized everyone behind their backs to the pointthat the teacher developed ulcers. Furthermore, Forman's viewpoint goes deeper into the teacher'sattitudes, thinking, and beliefs. Rational-emotive therapy: Contributions toteacher stress management. Messages are most effective if they are direct and free of jargon oremotionally loaded words. And take time to think even if it means telling the other personthat you will get back to them at a later time. (199 , July/August). They drop by the teachers' lounge, casuallychat, and call the teachers by name. Phi Delta Kappan, 69, 648-653. Principals who evaluate and make accusations andgeneralizations about the teacher's motives, attitudes or personalitytraits cause teacher defensiveness. Eye contact, full attention, anoccasional smile or nod, and positive body language enhance productiveexchange. Principals should have influence. They must be ableto get what the teachers need from their own administrative superiors.They act on the teachers, behalf in the community. Stevenson suggests listening to the entire message before giving areply. Other limiting beliefs in this area might be, "There shouldbe no frustration at school" or "I must be a perfect teacher and never makemistakes." This kind of extreme thinking--"awfulizing", putting downoneself, and blowing things out of proportion--could happen with either theteacher or the principal, causing tension in that relationship (Forman,199 , p. Jung points out that theonly secret to good communication is to have a sincere interest in theother person (Smith & Piele, 1989, p. In a textbook for school leadership, edited bySmith and Piele, a chapter entitled, "Communicating," enumerates some ofthe underlying reasons for communication problems between people. School leadership:Handbook for excellence. Behaviors that enhance trust are listeningattentively, double-checking the other's meaning, asking questions,reporting feelings, and openly stating values. Lieberman, A. 254). (1989, January). The task of the principal is to set a trusting feeling tone based onthe realities of demonstrated effective leadership. Based on rational-emotive therapy fromthe writings of Albert Ellis, her indication is that people create theirown negative feelings by having certain beliefs about the situation. References Forman, S.G. In her review of other studies, she foundthat role-related stress, the degree of fit between a teacher's roleexpectations and the actual experience of that role, is related to teacherstress (Forman, 199 , p. Teachers can workin groups to revise curricula and to teach each other in areas of strongexpertise. 17-23). The context oftrust: Teachers and the principal. 315). 253). Smith, S., & Piele, P.K. The bottom line seems to be that whatever the specifics of thesituation between the teacher and principal, both must have positivebeliefs about themselves, about each other, and about the mission of theschool. It has been found in business situations that managers who speakclearly, express their ideas and opinions openly, accept criticism, andlisten well have good communication with their workers (Smith & Piele,1989, p. Institutionalintegrity is the aim, and it comes about through trusting relationshipsbetween teachers and between teachers and principals. Paraphrasing, occasionally restating what has been heard,immediately clarifies misunderstandings. Poor environments for teaching, administrative dishonesty,discrepancies between the perceptions of teachers and principals, andpersonal difficulties also contribute to communication problems and stress(Tarter & Hoy, 1988, pp. What are the causes? (199 ). She emphasizesgood speaking and good listening. The bestcommunicative medium is face-to-face conversation. Trying to communicate withoutdisclosing oneself or without presenting feelings and values arousessuspicion. High School Journal, 72, 17-24.----------------------- 8 (1988, May). (Ed.). 252). Smith and Piele highlight the main points of effective communication--listening, asking questions, paraphrasing, agreeing and disagreeing,describing behavior, describing feelings, perception checking, and givingfeedback (1989, pp. School Psychology Review, 19(3), 315-321. 255). She purportsthat many school decisions that are commonly viewed as administrative canbe shared by teachers, either individually or in teams. Questions that require only a one-word answer or questions that aretoo broad to be answered are not useful. Tarter, C.J., & Hoy, W.K. Learning, 19, 48-5 . Oneof the beliefs for many teachers is that "I must have constant approvalfrom students, other teachers, administrators, and parents." Thisunrealistic belief could cause much unhappiness in the teacher-principalrelationship. Thecommunication can be one-sided, without reference to the recipient'sexperience. It can be too abstract, too general, without concrete examples(1989, p. Principals should avoidrushing or interrupting because this indicates lack of interest in thespeaker. There was no administrative support, and the teacherfinally was able to protect herself by totally ignoring the principal(Hackmeister, 199 , pp. Muriel Stevenson, a principal in Bloomington,Minnesota, concurs with Smith and Piele in her suggestions. 49). She found that beginning teachers tended to be more nervousabout how to relate to principals. Further unsupportive communicationbehaviors include trying to control, being too rigid, remaining aloof, andrelating to others as a superior (Smith & Piele, 1989, pp. There are solutions to teacher-principal communication difficulties.If each views the other as an equal, there is a positive foundation for aproductive relationship. Ann Lieberman of the University of Washington has interestingsuggestions for furthering teacher-principal cooperation. Principal, 68,49. 648-649). Experienced teachers can supervise beginning teachers. A good manager establishes a verbal commonground for easier relating. This may require intenseintrospection. The task of theteacher is to relate to the principal from the perspective of positive self-esteem, professional expertise, and openness to change. Communication can go awry if the principal exhibits certain behaviorscalled "binding responses," which include changing the subject without agood reason, criticizing things that are impossible to change, givingadvice, vigorously objecting, pressuring someone to adhere to arbitrarystandards, and giving commands. Hackmeister, P. 48-5 ). They are considerate--friendly, supportive and open. The principal interfered in theteacher's positive relationships with students and parents and attacked herteaching style. Examples must be in concrete terms within the range ofexperience of the listener. 255-258). Both can revealtheir humanness and vulnerability, grow in communication capability andaccomplish the goals of development for themselves and learning for thestudents. 256-257). Susan Forman of the University of South Carolina takes a differentapproach to teacher stress. In the schools, principals can enhancepositive exchange with teachers by remembering that the administrativeimage is important. Body language must be positive. 17-23). (1989). Thistype of teacher empowerment moves the teacher-principal relationship to onebased on equality, with shared responsibility for the aim of studentlearning (Lieberman, 1988, pp. The faculty hasconfidence in the principal and knows that he will keep his word and act intheir best interests. Principals are often harried from their own responsibilities andwant to speed up conversations rather than focus full attention on theteacher (Stevenson, 1989, p. Teacher-Principal Communication In the demanding business of teaching in the public schools,sometimes tension develops between instructors and their administrators,frustrations mount, unmet needs and unspoken emotions accumulate, and theintention of the school's program of learning becomes lost in communicationdifficulties. It may require outside assistance, and it most certainlywill require the willingness to change. 316). Sometimes unprofessional behavior and personal problems causeprincipal-teacher conflict. It must be positive and credible. Rational-emotive therapy would suggest altering those beliefs thatare irrational, perfectionistic, and impractical. Eugene, OR: ERIC Clearing House on EducationalManagement. The principal bad-mouthedeveryone. (1988, October/November). Are you listening? Stevenson, M. Tarter and Hoy emphasize teacher needs andprincipal behavior. Teachers and principals: Turf, tension,and new tasks. 254).Further blocks to productive exchange could be interrupting, acting bored,judging, not listening, mentally rehearsing answers, being unaware ofbiases of the other person, and having to have the last word (Smith &Piele, 1989, p. Her comprehensive article on the causes ofteacher stress mentions a poor school environment as a major stressor.Part of this environment is the quality of the teacher-administratorrelationship. Communication isencouraged by personal interest in each other, shared concerns andestablished security. This type of dynamic leadership is task-oriented andrelations-oriented (Tarter & Hoy, 1988, pp. These actions reduce trust, which is aprimary element of successful communication (Smith & Piele, 1989, p. The effective principal sets apositive tone, positive morale, and high academic standards.

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