POSTGRADUATE DIPLOMA IN TEACHING

HPGD 2203 Educational Management

Topic 7:
Communication in School

Week 7:
Semester January 2024
 LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Discuss the importance of effective interpersonal
communication;
2. Evaluate the impact of communication on organisational
effectiveness;
3. Analyse the potential obstacles to effective communication;
4. Explain the importance of communication skills; and
5. Debate on the importance of effective communication for
managerial effectiveness.
 Definition of Communication
Hoy and Miskel (1996)
A process where people are trying to share meaning through the
sending of messages by using symbols that are meant to
influence others to carry out their duties.

communication involves two parties: the sender and the

recipient
the message is sent using communication symbols through a
particular channel.
both parties need to mutually understand the symbols -
miscommunication will occur.

.
 Purpose of Communication
The main purposes of communication in schools are as follows:

(a) To set and spread the school’s vision and plan carefully to
achieve it.

(b) To set and organise the teachers’ and staff’s duties to achieve
the school’s vision or aim.

(c) To direct, encourage and lead teachers and staff to carry out
their assigned duties always.

(d) To monitor teachers’ and staff’s level of work achievement.

.
 Implication of Communication
There are several possibilities that might result from communication:

(a) If the message received is clear, it may result in the occurrence of

positive action on the recipient’s side.

(b) If the message received is unclear, it may result in action that

contradicts what is required from the sender.

(c) If the message is totally not received, the task that is expected to be
carried out will not occur.

(d) If the message is wrongly interpreted by the recipient, a tragedy may

occur.
.
 The Outcomes of Effective and Ineffective
Communication

Effective Communication Ineffective Communication

▪ Recipient would be satisfied and ▪ Recipient would be disappointed and

happy angry
.▪ Problems could be solved ▪ Problems cannot be solved; instead, it
may become more complicated

▪ Reduces complaints ▪ Recipient will constantly complain

▪ Enhances the school’s image ▪ Tarnishes the school’s image

▪ Easy to foster cooperation ▪ Difficult to foster cooperation

▪ Prevents confusion ▪ Causes confusion

 Effectiveness of Communication
Source: Hoy & Miskel (1996)

Media of Communication Communication Effectiveness

Face-to-Face Most Effective

Telephones Effective

E-mails Effective

Informal Letters Moderately Effective

Formal Letters Ineffective

Numbers of Symbols Very Ineffective

 4 Types of Communication Obstacles
1) Semantic obstacles
refer to the difference in meaning of the message sent between
the sender and the recipient.
the use of difficult words and complicated language
differences in knowledge, experience and culture
To overcome obstacles like this:
use terms that are easily understood by others.
use complete sentences in order to avoid any misunderstanding
use standard terms that have been widely used in the school.
not to use complicated terms that can hardly be understood
 4 Types of Communication Obstacles
2) Psychological obstacles
refer to cognitive or mental distractions like feelings of anger,
fear and resentfulness that could be a factor to ineffective
communication.
they are usually close-minded, prejudiced and emotionally
unstable. They cannot concentrate on the communication process
even if it is done face-to-face.
this state would lead to misunderstandings and a communication
breakdown.
To overcome obstacles like this:
The principals are advised to communicate in a calm and
comfortable manner, and try to avoid using intimidating words or
tones.
 4 Types of Communication Obstacles
3) Physiological obstacles
relate to physical or mental impediments of the self that
may involve the sender, recipient or both.
these obstacles are natural. Examples include hearing
disability, visual impairment as well as weak pronunciation,
stammering, stuttering and poor memory.
To overcome obstacles like this:
the use of hearing, visual and written aids.
If the root of the problem is pronunciation, then, the principal
needs to practice pronouncing difficult word(s) correctly.
 4 Types of Communication Obstacles
4) Physical obstacles
refer to the external distractions that cannot be controlled by the sender
and the recipient: a noisy environment and distance of sight.
may occur especially during meetings, discussions or briefings held in a
noisy environment or with a bad sound system.
may eventually cause the whole communication process to be ineffective
and be a waste of time and energy.
To overcome obstacles like this:
the school management to ensure that they provide a comfortable and
calm environment with minimal noise distractions
also ensure that the audio visual equipment that will be used are in a
perfect and fully operational condition.
 Effective Communication Skills
Several effective strategies and methods of communication:
use simple words and symbols in order to be easily understood by
all
use a two-way communication strategy - able to assess whether
or not everyone understand the message
identifies the language ability of the teachers and staff - actively
involving them in formal or informal discussions.
headmaster needs to prove his true credibility as a reliable and
trustworthy information sender to teachers by ensuring that the
message sent can be received openly and clearly.
never lied to teachers and the supporting staff, and possesses the
latest and in-depth knowledge.
 Effective Communication Skills (cont.)
Several effective strategies and methods of communication:
plan in advance what he needs to convey to his teachers and
staff. The planning should cover the trustworthiness of the
content of the message, the language used, the use of any
necessary audio-visual equipment
by two-way communication - allows instant feedback on the
matters being discussed.
In the matter of writing, the principal should avoid using
ambiguous or overly simplistic sentences - could cause
confusion and misinterpretation
 Communication in Staff Management &
Team Formation
In staff management, the school organisational chart is the
basic form of communication between the management and
the staff or vice versa, as well as among colleagues:

the formal relationship between the principal with the upper

authority and also with the Senior Assistant Teachers (Senior
Assistant Teachers I, II and III), the teachers & support staff
are directly communicating

the aim is to influence them in carrying out tasks for the sake
of achieving the school’s goals. The communication should be
a persuasive tool that can motivate and satisfy teachers and
the supporting staff.
 Communication in Staff Management &
Team Formation
Several basic tips that could influence staff:
Teachers and support staff prefer informal communication with a
sense of empathy and respect from the management even if it
may still sound authoritative.

Polite words used could lead to effective communication:

(i) Use the correct salutation, such as Mr or Mrs.- show respect
(ii) Use a moderate intonation with a language easily understood
by all
(iii) Avoid using inappropriate facial expressions or body language
(iv) Avoid making criticism on someone publicly - disappoint and
humiliate the recipient.
 REFERENCES
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Hoy, W. K., & Miskel, W. G. (1996). Educational administration: Theory, research
and practice (5th ed.). New York, NY: McGraw-Hill.
 REFERENCES
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THANK YOU