School context factor: Communication systems
“The single biggest problem in communication is the illusion it has taken place.”
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George Bernard Shaw
Communication systems exist between principals and teachers, and within teacher communities. For both networks, effective communication, whether face-to-face, virtual, or in writing, is foundational for successful school operations (Spencer, 2015). One source (New Zealand Ministry of Education, n.d.) describes six elements of good practice for internal school communication:
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championing and being a good role model for clear
and consistent communication; -
matching your words to your actions–this is part of developing integrity as a leader;
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​being committed to open, two-way communication;
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face-to-face communication;
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communicating with empathy–communicating bad news as effectively as good news; and
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seeing communication as an essential leadership capability, not as a set of techniques.
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Communication that occurs among principals and teachers has a positive and significant relationship with school climate (Horn, 2008). First, we consider the teacher’s role in establishing a positive school climate. The research literature focuses on teacher communication within the context of collaborative activities, especially instructional planning. Teacher collaboration during instructional planning has been shown to be a significant predictor of job satisfaction and retention (Goldstein, 2015; Reeves, Pun, & Chung, 2017). Collaboration reduces feelings of isolation, which is a major factor in low job satisfaction.
New teachers are more likely to stay in schools where they participate in a professional culture with veteran teachers (Ervin, 2011). In addition, teachers who work together are more confident (Wimberly, 2011) and have a more positive view of the school climate (Goldstein, 2015; Vangrieken, Dochy, Raes, & Kyndt, 2014). However, the quality and type of collaboration matter, and there are better results when administrators observe teacher teams and provide guidelines and feedback (Ervin, 2011; Goldstein, 2015; Wimberly, 2011). Several characteristics are hallmarks of successful teacher communities: shared values, reflective dialogue, deprivatization of practice, focus on student learning, and collaboration (Louis & Kruse, 1995). Time also needs to be built into the school day for teachers to work together (Cook & Faulkner, 2010; Goldstein, 2015).