ABSTRACT

This paper discusses communication in school between/among staff and other human
components of the organization. Communication is seen as a relational process during
which sources transmit messages using symbols, signs and contextual cue to express
meaning, to have receivers construct similar understanding, and to influence human
behaviour. Some elements of communication were identified such as sender, receiver,
message, medium, channel, feedback and noise. Various types of communication like
verbal communication, non-verbal communication, written communication and visual
communication were considered. Types of communication based on purpose and style such
as formal and informal communication outlined. Among other things discussed, were the
principles of communication. And these principles are principles of readiness and
motivation, possession of competent communication skills, principle of sharing and
interaction and not limited to principle of suitability of the communication contents. Some
factors affecting effective communication were pointed out ranging from lack of proper
planning, organization barriers, semantic factors, technical jargon, environmental factors
information overload to host of others. In similar vein, solutions to these factors were
identified as adequate preparation by sender, parties involved sharing the same and familiar
symbols and language. Conclusion revolves around understanding communication, looking
out for various elements of communication process, identifying the types of
communication. Suggesting various ways solutions to ineffective communication can be
applied in school by school administrator to achieve effective communication for the
overall interest of the school.

KEYWORDS: Communication, Message, Sender, receiver, noise, schools, administrator.

1
INTRODUCTION

The fact that no individual or group can exist and thrive effectively without some forms of

ideas or information gathering and sharing within an entity, cannot be over emphasized.

Human activities at any defined geographical space are interrelated as well as

interdependence. This gives credence to the imperativeness of social interactions among

staff in school environment. Organizations thrive effectively due to unhindered flows of

communication among staff, both employers and employees. School as an organization is

not an exception. Every organization requires effective communication management and its

related tools for the passing of important information and for improving workers relation

with others. Communication is seen as the process of passing information between persons

and among people in an organization, it provides a way of motivating, influence and

interaction of people, it is through this interaction of people, that individual pulse is felt.

Communication in organization is indispensible because it is a bridge through which

understanding messages, information and ideas are passed from one person, place or thing

to another.

According to Gervais (2007), element of communication is an important part of the

working environment. It allows individuals to gain information and knowledge on which

they can then act most importantly, when communication with others, the party for which

the message is intended needs to receive and the receiver should ensure that both parties

interpret and act on the message in the same way in this, and in this way, communication

can be said to be effective. Without communication, through reading, listening (the

receptive skills) speaking and writing (the productive skills) human being would find it

difficult to unravel some of the mysteries of life. Those things that we are ignorant of or

have knowledge of or that we have doubts about, can be explained to us better through

2
communication. Communication is therefore, needed for management to develop and

sustain a competitive advantage for organizational performance and improvement (Rowe,

2001).

Communication, therefore explains the ability of one to impart knowledge, pass a

rule or an instruction, make a request, transmit or share an idea with a view to ensuring that

organizational objectives are achieved and individuals interest are actualized through

mutual understanding. The communication is school occurs through the exchange of

information from the outside in and the inside out, the school as a public institution has

opened its doors to ensure transparency and enable the public to know what is happening to

the younger generation been trained in its framework. The application of communication

and management coordination mechanisms in higher educational institutions can improve

their level of academic quality. Effectiveness in teaching and learning processes depends

largely on the ability to coordinate different agents properly in the exchange of ideas,

knowledge and objectives and by demonstrating mutual respect between all the

stakeholders.

Communication and management of school holds an important place in teaching and

learning, the trainer no longer has the simple role of having, specialized knowledge and

psycho pedagogical knowledge, he must pass this knowledge in a language specific to the

students. Managing schools means communicating, conveying ideas, feelings, decisions to

subordinates and the possibility of returning information.

Communication is basic to school survival as students and staff depend on it to

connect teaching and learning processes, among other things. The school as an organization

is made up of various departments and units. Their interaction and inter-relationships, one

of the main tasks of the school administrator is to integrate these department and units into a

3
workable whole, and communication as the most effective means of achieving such

integration. For staff, improved communication generally mans improved performance,

strategic communication methods that support the development of ethical and effective

work practices at all levels of school administration are important. All advancement in

communication is intended to be a solution to some defined problems, both social, political,

economic and otherwise and has in turn brought about changes in these areas of human

endeavors, either by bringing human being together or by effectively and efficiently

encouraging and enhancing productivity in both education and other organizations.

MEANING OF COMMUNICATION

Although, communication has not been easy to have a universally applicable definition

because of the multifaceted nature of the process. Hoy, Miskel and Tarter (2013) view

communication as a “relational process during which sources transmit messages using

symbols, signs, and contextual cue to express meaning, to have receivers construct similar

understanding, and to influence behavior”. While Peretomode (2006) defined

communication as the transfer of information, feeling or messages from a source to a

receiver. Okorie (2000) agrees that there is no unified way of defining communication. She

opined that any definition of a topic as broad as communication can be too general, too

complex or too fragmented to be of any use to a leader. She proceeded by saying that

various aspects of communication can be explained, but they would not be unified.

According to her, one way to define communication is to explain the process of

communication. Thus, communication is the process of transmitting one’s thoughts, ideas,

wishes, attitudes and emotions to others. More so, she looked at communication from the

4
leadership angle. To her, communication is one of the essential elements of leadership.

Without communication, there can be no leadership.

From the various definitions of communication by many writers, there is a consensus

view that communication is a process and there must be a sender and a receiver. The

process includes the purpose/goal, the message, the medium, the channel, and the feedback

without which, there is no communication. Communication occurs in a cyclical process.

That is, the transmission and feedback.

ELEMENTS OF COMMUNICATION PROCESS

Purpose/goals of communication are often developed by the sender. It is at this stage that a

need arises for someone to start the encounter or at which an idea is borne and must be

related to someone. In school organization for instance, the principals have to communicate

the goals of the school to the teachers and how they should be met; that is, the strategy to be

adopted. The teachers on the other hand must give feedback on how goals are being

achieved. Communication is cyclical in that, it involves transmission and feedback. The

elements of communication are as follows:

i. Sender

ii. Receiver

iii. The message

iv. Medium

v. Channel

vi. Feedback

vii. Barrier/noise.

5
i. Sender: The sender in the communication process is the initiator or originator.

He/she initiates or encodes the message. In the school, anyone can initiate

communication. Senders, according to Hoy are often referred to as sources, speakers

and signalers. He further assert that senders are individuals, groups and

organizational units such as the office of the superintendents; teachers union, student

council, etc. senders formulate goals and strategies for the messages before

converting them to symbolic form. Such goals may include instructing the receiver

to act in a particular way. However, the sender’s credibility or trustworthiness

influences the effectiveness of messages being transmitted by the sender.

ii. Receiver: The receiver is the decoder of the message. His response is known as

feedback. He translates the message into a form meaningful to him, the reacts or

responds. If the message is distorted or interfered at any stage in the process, the

receiver will not understand it. The Decoder or receiver of the message does not only

decoder the message but must give feedback to complete the cyclical process of

communication.

iii. The Message: Message is the idea the sender wants to transmit. It is the result of the

encoding process. Peretomode (2006). The message the sender transmits has to be

very clear in order to avoid confusion. Message is the collection of ideas, intentions

or needs transmitted to the receiver by the sender/encoder. As such, it requires that

the sender plans properly what to say or write. He/she must select appropriate

symbols for encoding the message and be sure that the climate in which the message

is being transmitted is suitable for such message. The message should determine

what medium and channel to use.

6
iv. Medium: The medium as the name implies is the means by which communication is

transmitted. The form in which the sender transmits the message can be verbal,

gesture or written. Communication is verbal when it is by face-to-face, radio,

television, telephone etc. it is gesture when message is transmitted through body

movement. The sender can also write the message in order for the receiver to read.

Examples are newspapers, reports, minutes, and bulletin, circular and other written

materials. These three forms of communication can be combined in order to achieve

effective communication. The medium represents the vehicle for movement of ideas.

v. Channel: The channel of communication on the other hand, is the route, line,

direction or the pathway through which message travels. There are numerous

channels of communication especially as it has to do with organizational

communication. The administrator will choose the most appropriate channel that best

suits the message being transmitted. A channel can be vertical (up and down), lateral

or horizontal (across the same level of hierarchy). Whether vertical or horizontal

channel, it can be transmitted following the formal or informal system that is in

operation in the organization.

vi. Feedback: This is referred to as the response or reaction of the receiver, that is, the

receiver decodes the message. He studies the message in order to give feedback.

Feedback can be positive or negative. If the receiver understands the message passed

across to him as the sender intends it to be understood, then we say that

communication is effective. But if he does not, we say that communication is

effective. But if he does not, we say that communication is ineffective. During

feedback, the communication process is reversed. This is because the receiver goes

7
 through the same process as the original sender and the same factors also influence

him as they did the sender.

vii. Barrier/Noise: Some communications are carried out without noise. That is to say

that noise-free communication does not exist. Noise or barrier can be physical noise

for example static or psychological, that is, when culture, taboos or values disrupt the

normal transmission process of communication, misunderstanding that particular

message is bound to occur. This is to say distortion of meaning is a form of noise.

According to Clark in Nwagwu, Ijeoma and Nwagwu (2004). “Breakdown in

communication has been attributed to numerous reasons, which are variously

referred to as barriers, hindrance, noise, distortion, problems or obstacles; some of

which come in form of Bureaucratic structure, information overload, semantics,

differences in status, Timing, lack of planning, poor listening habit, distrust and

threat, idiosyncrasies, filtering, Noisy environment, Biases and partiality, lack of

feedback”.

TYPES OF COMMUNICATION

There are basically four types of communications. They are as follows:-

1. Verbal Communication

2. Non verbal Communication

3. Written Communication

4. Visual Communication

1. Verbal Communication

This type of communication concerns with the behaviours of communicative value that

involve vocal expression. That is, there must be audible sound or speech for verbal

communication to be complete. Here, speech or spoken words are used for discussions
8
or expression of thought. Most communication are done orally. The medium of verbal

communication includes face-to-face communication between two or more individuals.

It can also involve the use of telephone for conversations, speeches, interviews,

committee and meetings. It can adopt any channel such as the formal and informal

communication. Wikipedia, (2014) assert that verbal communication has continued to be

most important aspect of our interaction with other people. Aarti, (2013) opined that

verbal communication includes sounds, words, language and speech. Aarti further

asserts that speaking is an effective way of communicating and helps in expressing our

emotions in words and also classified verbal communication into four types, which are:

i. Interpersonal communication

ii. Intrapersonal communication

iii. Small group communication

iv. Public communication

i. Interpersonal Communication: It deals with the relationship existing between

the superior and a subordinate, their attitudes and how they relate and treat one

another. If there is distrust and suspicion between an administrator of a school

and teachers, the likelihood of effective communication is less or absent.

ii. Intrapersonal Communication: This type of communication tends to block out

or distort new information, especially, if it conflicts with our belief. The way the

receiver interprets the message is different from the intent of the sender. More so,

people differ in how well their communication skills are developed. Some people

can read very well but cannot express themselves well.

iii. Small Group Communication: Small group communication as the name

implies, has to do with communication which cannot take place except there are

9
 more than two persons involved. To Aarti, Press Conferences, board meetings

and team meetings are examples of group communication.

iv. Public Communication: This involves a single sender of information while the

receivers are many. In the school system, this form of communication occurs

when the teacher or principal has to address the assembly in order to pass one

form of information or the other. In agreement, Aarti, (2013) stated that public

communication takes place when one individual addresses a large gathering of

people. Examples are election campaigns and public speeches.

2. Nonverbal Communication

Non-verbal communication can be defined as all behaviours of communicative

value, except speech, done in the presence of another. For instance, firm handshake,

raised eyebrow, rigid posture and even silence may tell the people or person the

communicator is angry, depressed, happy or fearful. People communicate as many

messages nonverbally as they do verbally. The way we walk, stand, dress, smile, or

the ways we drive all convey messages to others.

3. Written Communication

Written communication as the name implies is the means by which information is

documented in a retrieval form. It could be in the form of a letter, report, books,

memorandum, newsletter, handbooks, minutes, and magazines. When it is properly

written, it has the advantage of providing legal defenses records, data and reference.

Poor grammar, wrong spelling, sentence structure and punctuation could mar the

meaning and the intentions of the writer. One disadvantage of a written

communication is that it does not allow for immediate feedback and it is also time

consuming.

10
 4. Visual Communication

This type of communication requires the use of the eyes. Visualizing or seeing

something usually reinforces what has been heard or perceived. Visual

communication can come in the form of photographs, advertisements, charts, films,

diagrams, cartoon, topography, signs, symbols, map, colors, posters, banners and

designs.

Electronic forms of visual communication include television shows, video clips, movies and

plays.

TYPES OF COMMUNICATION BASED ON PURPOSE AND STYLE

Notes Desks in Encyclopedia (2009) assert that “people communicate with each other in a

number of ways that depend upon the message and its context in which is being sent. The

choice of communication channel and style of communicating also affects communication.

The types are: formal and informal communication.

Formal Communication: This type is the system of communication which has been

consciously and deliberately established in carrying out official duties in an organization.

The formal communication channels must be made known and relate to every member of

the organization. It must be as direct and short as possible. In school, the formal

communication is of great significance for effective planning, decision and control as

related to a unified system.

Informal Communication: In contrast to formal communication and in spite of an

elaborate formal system, informal communication commonly called the “grapevine” exists

in every organization. Opinions, facts, gossips flow freely through the grapevine. Hoy and

Miskel (2013) observed that informal channels are built around social relationship among

11
school members. They develop as members share common office areas, perform similar

duties, share recreation, and form friendships.

PRINCIPLES OF COMMUNICATION

a) Principles of Readiness and Motivation: The Communicator and the receiver should

be ready and remain motivated throughout the process of communication. Lack of

interest, zeal and enthusiasm on the part of either of them may adversely affect the

process and product of communication.

b) Principle of possession of Competent Communication skills: The communicator and

the receiver should be quite competent and efficient in terms of communicating and

receiving the desired information or message. Possession of the required communication

skills is crucial, so that the task of communication, in terms of transmission and

reception, may be performed by them effectively.

c) Principle of sharing and interaction: Since communication is a two way process, its

success lies in allowing as much as possible exchange of ideas, and keeping mutual

interaction between the source of communication and receiver.

d) Principle of suitability of the Communication contents: The content of what is to be

communicated should be very suitable and easily understandable. It should be

appropriate on the part of both the communicator and the receiver.

e) Principle of appropriate feedback: Communication flow s deemed to be effective

flow if it continues to receive the desired feedback from the receiver and vice versa.

f) Principle of appropriate media and channel: The effectiveness of the process of

communication will depend on the type and appropriateness of media or communication

channel used.

12
g) Principle of facilitators and barriers of communication: There are many intervening

variables lying between the source and the receiver of information in a communication

process. The effect of these variables, on the (positive or negative) source and receiver,

becomes a decisive factor of the success or failure of communication.

COMMUNICATION NETWORKS AMONG STAFF IN SCHOOL

This is the pattern by which information flows between and among staff in school settings.

This includes:

• The chain network: In this patter, information moves up and down along

organizational hierarchy. It is simple but it slows communication.

• The Circle Network: It is a complete loop, which allow information flow round and

round in directions. Each member can communicate with one another on either side. It

provides greater opportunity for feedback.

• The wheel Network: In using this, there is a single person at the center who gives and

receives information from others in a group/committee. Information flows quickly with

high accuracy.

• The Y Network: Here, the staff at the fork of the “Y” usually becomes the central

person. It resembles the chain network, that is up-side-down formal structure but slower

by the fork in the Y.

• A completely Connected (Star) Network: This network permits each employee

(member) to communicate directly with every other staff (member).

13
FACTORS AFFECTING EFFECTIVE COMMUNICATION IN SCHOOL

The following among others are some of the factors that affect effectiveness of

communication in school, they are:

- Lack of proper planning

- Organization barrier

- Semantic factors

- Technical Jargon

- Environmental factors

- Information Overload

- Noise

- Poorly Expressed Messages

- Poor listening

- Distrust

- Lack of Proper Planning: Inadequate preparation affects effectiveness of presenting

and transmitting information. lack of planning arises from inadequate media, etc.

- Organization Barriers: Faulty organization structure such as lack of clarity of

responsibilities and authority delegated, too wide spans of control and too long chains of

command cause communication breakdown.

- Semantic Factors: These occur when words are understood and interpreted differently

by sender and receiver. This affects the achievement of commonness of thought in

communication.

- Technical Jargon: Using words or symbols that are popular to new fields such as ICT

with recipients who have different educational aid social background may cause

misunderstanding of message.

14
- Environmental Factors: Symbols and innocent remarks may be given different

meanings in abnormal environment.

- Information Overload: This happens when a person receives too much information

within a limited time.

- Noise: Effective communication breakdown in caused by different types of noise

namely, physical noise, linguistic noise, grammatical noise.

- Poorly Expressed Messages: In this factor, sender using too many assumptions and

wrong encoding of messages do not aid effective understanding.

- Poor Listening: Listening requires full attention and self discipline. Without this, the

encoded messages will be decoded wrongly.

- Distrust: Acceptability and believability of messages to a large extent is determined by

the credibility of the sender. Messages from manager that behaves inconsistently may be

given different interpretations by different receivers.

SOLUTIONS TO FACTORS AFFECTING EFFECTIVE COMMUNICATION IN

SCHOOL
i. Adequate preparation by sender will help in determining the purpose of the

message.

ii. The parties involved (both sender and receiver) should use similar and familiar

symbols and language to achieve effective communication.

iii. Messages should be well constructed and encoded.

iv. An appropriate channel should be used to convey messages.

v. There is need for effective feedback mechanism

vi. Principals should have a clearly defined administrative chart with a short chain of

command.

15
CONCLUSION

There is no gainsaying the fact that no established entity or organization vis-à-vis union of

human for social interactions with commonness of purpose exists at the exclusion of

communication. Hence, communication is seen as the Erythrocytes that function in the

circulation of oxygen (messages) needed from the lungs (point of information gathering) to

other parts of the body (receiving-end of any information). Communication remains the

oxygen that the lives of all organizations, school not an exception, survive on.

Communication is said to be effective when both the sender and the receiver understand the

intent and purposes of their interactions. Effective communication sometimes cannot be

achieved due to certain factors/barriers/challenges affecting it. In school setting, those

factors and ranging from lacking in proper planning, noise, organizational barriers, distrust,

poorly expressed messages to many others. However, the barriers leading to ineffective

communication can be overcome through some measures like adequate preparation by the

sender, parties involved to use similar and familiar symbols and language, well-constructed

and encoded messages with effective feedback mechanism developed in schools by

administrators. Having all these measures in place, effective communication can be

achieved and sustained.

SUGGESTIONS

Having taken an in-depth and extensive overview of communication system in school, the

followings are suggestions arising therefrom:

1. Administrators of school should as matter necessity learn and unlearn to communicate

with utmost clarity and coherence.

2. For effectiveness of communication to be achieved, there should proper preparation by

sender or originator.
16
3. School administrator should choose the appropriate channels to deliver his/her

messages.

4. Manager of school should stride to improve on his communication skills.

5. School head should look out for, identify and prevent the barriers associated with

communication.

6. School administrator should win and maintain the trust and confident the staff repose

in him, to avoid a breakdown of effective communication existing among them.

17
 REFERENCE

Aarti, (2013). Four types of communication. Retrieve from www.buzzle.com/article/

four-types of-communication.html.

Clark, A.O. (2004). Communication in administration in Nwagwu, Ijeoma and Nwagwu

(ed) Organization and administration of education: Perspectives and practices.
Festa Printing Press Ltd.

Encyclopedia, (2009) Importance of Communication in Organization. Retrieved from

Management Study guide. Com/Importance-of- Communication.html

Gervais, P. (2007). Elements of Communication. Employing effective skills in

Communication. Golden Press.

Hoy, W.K. Miskel, C.G. & Tarter, C.J. (2013). Educational Administration Theory,
Research, and practice. McGraw Hill.

Okorie, N.C. (2002). Organizational Setting of Leadership. Ogoni; Fresdsbary Printer &
Publishers.

Peretomode, V.F. (2006). Educational Administration. Applied Concepts and Theoretical

Perspectives for Students and practitioners. Joja Press.

Rowe, M. (2001). Communication Management. Sustain Competitive Advantage for

Organizational performance . Golden Press.

18