Investigation on the Relationship Between the Leadership Styles of School Principals’ and Communication Skills (original) (raw)
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The aim of this research is to examine the relationship between 21st century skills, communication skills and leadership styles of school principals according to teachers’ perceptions. The universe of the study consists of kindergarten, primary school, middle school, and high school teachers working in the district of Karadeniz Ereğli at the province of Zonguldak in the academic year 2019-2020. The study sample includes 272 teachers. The participants in this study were determined non-randomly through stratified sampling method. Three data collection instruments are used in the study. In order to analyze the data in the study according to the research questions, t-test, ANOVA, Pearson correlation, and regression analysis were used. In the study, it is revealed that school principals have levels of high 21st century skills and communication skills. When the leadership styles of school principals are examined, it is seen that they exhibit more transformational leadership style. In the study, it is also found that 21st century skills and communication skills of school principals have a positive effect on their leadership styles.
The aim of this study is to evaluate communication skills of school administrators according to the perceptions and opinions of the branch teachers working in secondary schools. In the study, the explanatory pattern involving the quantitative and qualitative methods was used. Quantitative part of the study was designed in the screening model. The quantitative data was collected from 211 teachers working in the province of Sivas through the "Scale for Communication Skills of School Principals". The qualitative part of the study, however, was conducted in accordance with the case study design. The qualitative data, on the other hand, was obtained from 20 teachers working in the province of X through the semi-structured interview form. Quantitative findings of the study show that the teachers perceive the communication skills of school administrators highly positive whereas they, in general, they find the communication skills of school administrators unsatisfying according to the qualitative findings. In this context, we can say that the qualitative findings do not support the quantitative findings, and accordingly, the school administrators have problems in their communication skills. Extended Abstract Purpose and Significance: The most important element that starts the process of communication and determines the structure and nature of the communication is the school principal (Celep, 2000). The school principal, who has the characteristic of human resources manager in a school organization, is also a communication leader. An organization without communication is not possible. Yet, it is also impossible to have a common goal in a school organization without communication, to achieve this goal and to coordinate human resources of the school organization (Karslı, 2006). Thus, having an efficient communication network in schools which is an educational organization is almost a necessity. Analyzing the relevant literature, the studies on the communication skills of school administrators in educational institutions are not rare (
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This study aims to examine the relationship between school principals' 21st century skills and their strategic leadership according to teachers' opinions. In this quantitative research, a descriptive model that describes the situation was used. The study was conducted in Ankara, and 424 teachers joined the study. To get data from teachers, two scales were used: 21st Century Educational Administrators' Skills Scale and Strategic Leadership Scale. In order to determine the level of school principals' 21st century skills and their strategic leadership, descriptive analysis was used as well as Pearson Correlation Analysis and Regression analysis. There were significant positive relationships between all dimensions of educational administrators' 21st century skills and strategic leadership behaviors. Besides, education managers' 21st century skills were found to be a significant predictor of their strategic leadership behaviors. As a result of the research, it was revealed that information literacy, technology literacy, accountability, leadership and responsibility were significant predictors of managerial leadership behavior. School administrators need to increase their levels of knowledge literacy, technological literacy, accountability, leadership, and responsibility skills in order to improve their managerial leadership behaviors.