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Rowicki, Mark A.
Communication Skills for Educational Administrators.
1999-08-00
9p.

Guides
Non-Classroom (055)
MF01/PC01 Plus Postage.
*Administrator Effectiveness; Administrator Role;
*Communication (Thought Transfer); *Educational
Administration; Elementary Secondary Education;
*Interpersonal Communication; Listening Skills
*Communication Strategies

ABSTRACT

This paper reviews and discusses the literature related to

improving effective communication in educational settings. It compiles
possible solutions to ineffective communications. To promote effective
communication, administrators need to solicit opinions and be willing to
listen to them. Most administrators tend to give direction instead of
guidance, so they need to listen more, ask more questions, and encourage
faculty members to come up with their own ideas and solutions. School leaders
should also learn how to control their emotions and concentrate on what is
being said. Likewise, since every organization has both formal and informal
lines of communication, the idea of following a strict chain of command is
unwise. Administrators can enhance communication by using the most effective
and efficient line of communication, depending on the situation at hand. Such
efficient communication may involve the use of the latest technologies, such
as local area networks; school leaders should set an example in using these
technologies to bolster communication. Overall, administrators are the
educational focal point within the school or local community, and they must
be able to communicate effectively any concerns, ideas, or news. (RJM)

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Communication Skills

Running Head: COMMUNICATION SKILLS FOR EDUCATIONAL ADMINISTRATORS

Communication Skills for Educational

Administrators

Mark A. Rowicki

U.S. DEPARTMENT OF EDUCATION

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EDUCATIONAL RESOURCES INFORMATION

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Minor changes have been made to
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Points of view or opinions stated in this

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1

Communication Skills

Introduction
Communication is at the heart of education. Principals communicate with teachers,
teachers communicate with students, and students communicate with each other. The paths for
communication are as diverse as they are numerous, yet this is also the source of many problems

that arise within schools. One critical area of interest is the communications that take place
between principals and their faculties. Since they are key players involved in the normal day-today operations of a school, their ability to effectively communicate cannot be overstated.

Wentz (1998) states that effective communication involves more than speaking. People
communicate by writing, listening, and using non-verbal signals to get their message across.

What people don't say while speaking could be just as important as what they do say, and how

our body language supports or refutes what we are saying could mean the difference between
communicating and just speaking. Administrators, according to Laud (1998), spend the vast
majority of their days communicating. How they address their faculties can set the stage for
effective communications within a school.

Keeping the lines of communication open in a school setting means a two-way

interaction. Bolman and Deal (1993), recommend administrators ask for verbal feedback to
determine how they are really seen by their faculties. They must keep in mind that feedback may
not always be positive, but it should still be accepted and acknowledged. Maintaining a positive

attitude is essential in effective communications. O'Neil (1998, p. 28), states that "A person's
communication effectiveness is directly proportional to his or her attitude." If administrators
stand in front of their faculty with their hands folded across their chests, a frown on their faces,
and say, "My door is always open if you have a problem," few people will take that as a warm

invitation to come in and talk. The actions belie the words.

Communication Skills

If school leaders want open, effective communications between themselves and their faculties,
they must take the initiative by setting the example they want to see. This paper reviews and
discusses the literature related to improving effective communication in educational settings.
The premise is to compile possible solutions to ineffective communications that have been
effective in other educational settings.
Discussion

John Landers, the new principal at Fuller Elementary School held his first faculty
meeting in the cafeteria the first day of pre-planning week. The faculty was assembled waiting

to hear what their new boss had to say. Landers walked in, read several announcements,
described his ideas for the coming year, and gave them their marching orders. He outlined the

problem areas in the school and told the faculty what he wanted them to do to correct the
problem. He left the meeting thinking it had been successful. His faculty left feeling frustrated
and unhappy. This scenario is a reality in many schools around the country (Bolman & Deal,
1993). The meeting may have been successful in disseminating information, but hardly

successful in terms of communication. According to Wentz (1998, pg. 113), "An understanding
of the importance of communication is significant to the success of the educational

administrator." Principals need to be aware that the message they convey non-verbally and in
their tone or actions is just as important as the words they speak. In the above scenario the
principal assumed he knew what needed to be accomplished without talking to any of the
teachers or making first-hand observations of normal day-to-day operations. His comments were
offensive to some teachers who felt he was talking down to them and did not value their
experience and professional judgment. In this case, the principal failed to keep the lines of
communication open.

Communication Skills

If an administrator wants effective communication then he or she needs to open it up.

Bolman and Deal (1993) suggest spending time with people getting to know them, listening to
what they have to say and considering their feelings and goals before coming to any conclusion.

One veteran teacher asked a new principal during his first faculty meeting "... Shouldn't you get
to know this school and how we do things before you tell us how to teach?" (Bolman & Deal,
1993, pg, 9). The principal in question jumped to conclusions about the school climate without
consulting or considering the teachers. A good administrator will also ask for feedback. This is
something that may be difficult for many administrators since the feedback can be viewed as an

attack on them personally. However, without good feedback an administrator will never really
know how he or she is perceived by the faculty (Bolman & Deal, 1993). In the case of John
Landus, the faculty's first impression of their new principal was of a tyrant who gave orders but

asked no questions. Because he did not get faculty input, Landus was at odds with his people
before he ever began.

Another method for opening communications is by learning how to listen and guide

instead of direct. Administrators tend to give direction instead of guidance. Laud (1998) says
more than three-fourths of an administrator's day is spent communicating, and it is essential that
administrators learn how to talk with staff members. When a teacher asks for advice, he or she
expects an administrator to listen and provide guidance. Unfortunately, specific directions for
solving a problem are often given instead. People are capable of reading to find textbook
solutions to problems, but when seeking advice they are asking you, "What did you do?" or

"What do you think about this?" When an administrator responds with directions, however well
intended, people may feel good about the solution, but at the same time inferior due to their

Communication Skills

inability to generate their own solution (Laud, 1998). Administrators should do more listening
and probing when talking with faculty members to get them to come up with their own ideas and

solutions. Instead of telling, the principal can ask, "What ideas have you come up with?" "What
do you think would be the best route to take?" A good enhancement to improving interpersonal
communications is a positive attitude.

O'Neil (1998, pg. 28) states that "... 90 to 92 percent of a person's daily communication
is based on attitude." Administrators who develop and portray a positive attitude in dealing with
people and situations set the stage for building a positive environment. They do not overlook all
the good one has accomplished to concentrate on a single negative incident. If administrators
look hard enough they can find something good in almost anything, learn from it, and build on

that to see things from a positive point of view. O'Neil (1998) states that attitude and
communication are linked, and the connection provides ideas for learning how to improve both
such as role playing, case studies, and modeling.
Another part of learning how to communicate effectively involves learning how to

control our emotions and feelings. This concept is called suspension. When we suspend, we are
putting our feelings and emotions on the back burner and concentrating on listening carefully,
thinking about what is being said, and trying to avoid any personal conflict (Garmston &

Wellman, 1998). Often people become defensive when they believe people aren't listening or

not understanding their point of view. The urge to display anger or become emotional needs to
be squelched for fear of alienating or angering the group or person speaking. So effective
communicators suspend their feelings and emotions, or hold them back, and concentrate on the
communications at hand.

Communication Skills

Administrators should also be aware of communication channels within schools and different

methods of communicating. Every organization has both formal and informal lines of
communication, and schools are no different. The idea of following a chain of command set in
stone for all communications is unwise and unrealistic. Good administrators will use the most
effective and efficient line of communication depending on the situation at hand (Wentz, 1998).

That could be going directly to the source or relaying the message through other people;
the sensitivity and situation will dictate the appropriate chain. For instance, a new teacher may
not understand the procedure for obtaining supplies. Having the department chair drop by to
explain the procedure face to face is more effective than sending a memo. Along this same line

are different modes of communication. With schools being networked and technology
advancing at a rapid pace, the old method of writing a note or walking to a person's room is
rapidly becoming outdated. Administrators need to be familiar with many different types of

technology available for use in communication. Technology such as word processors, e-mail,
local area networks (LANS), and FAX machines are all excellent means of communicating
within a school. Administrators can take the lead in getting faculty members to jump on board
the technology bandwagon through example. Wentz (1998) argues that it will improve
administrator's communication skills, and also set a good example for the faculty and staff in

using technology to communicate with the administrator and each other. However, nothing can
take the place of a face-to-face visit or a smile to communicate a sense of welcome or belonging.
Conclusion
The typical school leader must be a master of many trades with communication skills

being near the top of the list. Since the administrator is the educational focal point within the
school or local community, he or she must be able to effectively communicate any concerns,

Communication Skills

ideas, or news within and between the two realms. As Wentz (1998, pg. 113) puts it, "The
effective principal is to be a communication center for the educational hub of the future." With
the future only a day away, the success or failure of a school will depend on how effective an
administrator can communicate with the changing world.

Communication Skills

References
Bolman, L. & Deal, T. (1993). The path to school leadership: a portable mentor. Newberry
Park, CA: Corwin Press, Inc.
Garmston, R. & Wellman, B. (1998). Teacher talk that makes a difference. Educational
Leadership, 55, (7), 30-34.
Laud, L. (1998). Changing the way we communicate. Educational Leadership, 55, (7), 23-25.
O'Neil, S. (1998). An empowered attitude can enhance communication skills. Business

Education Forum, 52, (4), 28-30.

Wentz, P. (1998). Successful communications for school leaders. NASSP Bulletin, 82, (601),
112-115.

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