The Mistakes that School Administrators Make in the Communication Process: Causes and Effects of Mistakes

Mevlüt Kara; Bayram Bozkurt

Makale detayları

The Mistakes that School Administrators Make in the Communication Process: Causes and Effects of Mistakes

Yazarlar:

Mevlüt Kara | Bayram Bozkurt

Yayıncı:

Anadolu University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Anadolu Journal of Educational Sciences International Vol.15 Issue 1, pp.166-190

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001341244

pISSN:

2146-4014

Anahtar kelimeler:

Özet:

 School administration can be characterized as a task with a multidimensional and complex structure. In fulfilling these responsibilities, school administrators must communicate and interact with stakeholders inside and outside the school. Therefore, the communication skills of school administrators have a crucial place in the administrative process. However, school administrators may consciously or unconsciously make various mistakes in communicating with stakeholders. School administrators awareness of these mistakes and the reasons for these mistakes is considered important in terms of the effectiveness of management processes in schools. In this study, it was aimed to reveal teachers views on the mistakes made by school administrators in the communication process and the reasons and effects of these mistakes. The research was designed with phenomenology design, one of the qualitative research designs. The study group of the research consists of 18 teachers determined by maximum diversity sampling method. A semi-structured interview form consisting of open-ended questions and demographic characteristics was used to collect data. The data obtained were analysed by content analysis. As a result of the research, it was determined that school administrators made mistakes such as one-way communication, using imperative sentences, not being empathetic, not being tolerant, not being able to control anger, and not listening to their interlocutors. School administrators mistakes in the communication process were mostly attributed to having a sense of selfishness and lack of merit. These mistakes lead to decreased teacher motivation, decreased commitment to school, negative school climate, communication with parents, and decreased student achievement. To reduce errors, it was suggested that school administrators should be trained on effective communication, administrators should be appointed based on merit, and administrators should be fair and transparent in their relationships. Various suggestions for practitioners and researchers are also presented.

 School administration can be characterized as a task with a multidimensional and complex structure. In fulfilling these responsibilities, school administrators must communicate and interact with stakeholders inside and outside the school. Therefore, the communication skills of school administrators have a crucial place in the administrative process. However, school administrators may consciously or unconsciously make various mistakes in communicating with stakeholders. School administrators awareness of these mistakes and the reasons for these mistakes is considered important in terms of the effectiveness of management processes in schools. In this study, it was aimed to reveal teachers views on the mistakes made by school administrators in the communication process and the reasons and effects of these mistakes. The research was designed with phenomenology design, one of the qualitative research designs. The study group of the research consists of 18 teachers determined by maximum diversity sampling method. A semi-structured interview form consisting of open-ended questions and demographic characteristics was used to collect data. The data obtained were analysed by content analysis. As a result of the research, it was determined that school administrators made mistakes such as one-way communication, using imperative sentences, not being empathetic, not being tolerant, not being able to control anger, and not listening to their interlocutors. School administrators mistakes in the communication process were mostly attributed to having a sense of selfishness and lack of merit. These mistakes lead to decreased teacher motivation, decreased commitment to school, negative school climate, communication with parents, and decreased student achievement. To reduce errors, it was suggested that school administrators should be trained on effective communication, administrators should be appointed based on merit, and administrators should be fair and transparent in their relationships. Various suggestions for practitioners and researchers are also presented.

 School administration can be characterized as a task with a multidimensional and complex structure. In fulfilling these responsibilities, school administrators must communicate and interact with stakeholders inside and outside the school. Therefore, the communication skills of school administrators have a crucial place in the administrative process. However, school administrators may consciously or unconsciously make various mistakes in communicating with stakeholders. School administrators awareness of these mistakes and the reasons for these mistakes is considered important in terms of the effectiveness of management processes in schools. In this study, it was aimed to reveal teachers views on the mistakes made by school administrators in the communication process and the reasons and effects of these mistakes. The research was designed with phenomenology design, one of the qualitative research designs. The study group of the research consists of 18 teachers determined by maximum diversity sampling method. A semi-structured interview form consisting of open-ended questions and demographic characteristics was used to collect data. The data obtained were analysed by content analysis. As a result of the research, it was determined that school administrators made mistakes such as one-way communication, using imperative sentences, not being empathetic, not being tolerant, not being able to control anger, and not listening to their interlocutors. School administrators mistakes in the communication process were mostly attributed to having a sense of selfishness and lack of merit. These mistakes lead to decreased teacher motivation, decreased commitment to school, negative school climate, communication with parents, and decreased student achievement. To reduce errors, it was suggested that school administrators should be trained on effective communication, administrators should be appointed based on merit, and administrators should be fair and transparent in their relationships. Various suggestions for practitioners and researchers are also presented.

 Okul yöneticiliği çok boyutlu ve kompleks bir yapıya sahip bir görev olarak nitelendirilebilir. Okul yöneticileri bu görevlerini yerine getirirken okul içi ve okul dışı paydaşlarla iletişim ve etkileşim halinde olmak durumundadır. Dolayısıyla okul yöneticilerinin iletişim becerileri yöneticilik sürecinde oldukça önemli bir yere sahiptir. Ancak okul yöneticileri paydaşlarla gerçekleşen iletişim süreçlerinde farkında olarak veya olmayarak çeşitli hatalar yapabilmektedir. Okul yöneticilerinin bu hatalarının ve bu hataların nedenlerinin farkında olmaları okuldaki yönetim süreçlerinin etkililiği açısından önemli görülmektedir. Bu araştırmada, okul yöneticilerinin iletişim sürecinde yaptıkları hatalara ve bu hataların nedenlerine ve etkilerine ilişkin öğretmen görüşlerinin ortaya konulması amaçlanmıştır. Araştırma nitel araştırma desenlerinden olgubilim fenomenoloji deseni ile tasarlanmıştır. Araştırmanın çalışma grubunu maksimum çeşitlilik örnekleme yöntemi ile belirlenen 18 öğretmen oluşturmaktadır. Araştırmada veri toplamak amacıyla açık uçlu sorulardan ve demografik özelliklerden oluşan yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler içerik analizi ile çözümlenmiştir. Araştırma sonucunda okul yöneticilerinin tek yönlü iletişim kurma, emir cümleleri kullanma, empati kuramama, hoşgörülü olmama, öfke kontrolünü sağlayamama ve muhataplarını dinlememe gibi hatalar yaptıkları belirlenmiştir. Okul yöneticilerinin iletişim sürecindeki hataları en çok bencillik duygusuna sahip olma ve liyakatsizlik nedenlerine bağlanmıştır. Bu hatalar öğretmenlerin motivasyonunun düşmesine, okula bağlılığının azalmasına, olumsuz okul iklimi oluşmasına, velilerle iletişimin kopmasına ve öğrenci başarısının azalmasına yol açmaktadır. Hataların azaltılması için okul yöneticilerine etkili iletişim konusunda eğitimler verilmesi, liyakate dayalı yönetici atamasının yapılması ve yöneticilerin ilişkilerinde adil ve şeffaf olmaları önerilmiştir. Aynı zamanda uygulayıcılara ve araştırmacılara yönelik farklı öneriler de sunulmuştur.

Makale detayları

The Mistakes that School Administrators Make in the Communication Process: Causes and Effects of Mistakes

Yazarlar:

Mevlüt Kara | Bayram Bozkurt

Yayıncı:

Anadolu University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Anadolu Journal of Educational Sciences International Vol.15 Issue 1, pp.166-190

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001341244

pISSN:

2146-4014

administrator

communication mistakes

phenomenology

school

teacheriletişim hataları

okul

olgubilim

öğretmen

yönetici

Sayı

Makale detayları

Yazarlar: Mevlüt Kara | Bayram Bozkurt

Yayıncı: Anadolu University

Ana Başlıklar: Eğitim Yönetimi

Dergi: Anadolu Journal of Educational Sciences International Vol.15 Issue 1, pp.166-190

Belge Tipi: Makale

Yayın Tarihi: 3/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001341244

pISSN: 2146-4014

Sayı

Yazarlar:

Mevlüt Kara | Bayram Bozkurt

Yayıncı:

Anadolu University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Anadolu Journal of Educational Sciences International Vol.15 Issue 1, pp.166-190

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001341244

pISSN:

2146-4014