TEACHER-PRINCIPAL COMMUNICATIONS.
Term Paper ID:18842
|
|
|
Essay Subject:
Problems & solutions. Attitudes, stress, listening, cooperation.... More...
|
6 Pages / 1350 Words
6 sources, 14 Citations,
APA Format
$48.00
Return to List of Papers
|
Paper Abstract:
Problems & solutions. Attitudes, stress, listening, cooperation.
Paper Introduction:
Teacher-Principal Communication
In the demanding business of teaching in the public schools, sometimes tension develops between instructors and their administrators, frustrations mount, unmet needs and unspoken emotions accumulate, and the intention of the school's program of learning becomes lost in communication difficulties. There are reasons for these conflicts, and recent research reveals workable solutions.
What are the causes? In a textbook for school leadership, edited by Smith and Piele, a chapter entitled, "Communicating," enumerates some of the underlying reasons for communication problems between people. The communication can be one-sided, without reference to the recipient's experience. It can be too abstract, too general, without concrete examples (1989, p. 253).
Text of the Paper:
The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper.
and theintention of the school's bySmith and Piele a chapter entitled p Communication can go awry if the These actions reduce trust which is having to have the last word Smith Piele oneself or without presenting feelings and values arousessuspicion pp Sometimes unprofessional behavior and parents and attacked herteaching style There was no administrative trust They define a healthy organization to beone in which perceptions of teachers and principals andpersonal difficulties also contribute school environment as a major focused on task demands In viewpoint goes deeper into the teacher'sattitudes thinking and beliefs constant approvalfrom students other teachers makemistakes This kind of extreme thinking awfulizing communication difficulties If each views the other as an and good listening Eye contact full attention anoccasional smile time to think even if it means harried from their own responsibilities andwant ideas and opinions openly accept for easier relating In the schools free of jargon oremotionally loaded words Body language must are listeningattentively double-checking the other's meaning asking questions reporting feelings and Piele highlight the main points of They must be ableto get what the teachers need from casuallychat and call the teachers by between teachers and principals The faculty hasconfidence in the principal shared concerns andestablished security Ann Lieberman of to revise curricula and to The bottom line seems to be that whatever of theschool Rational-emotive therapy would suggest to change The task of and openness to change Both can revealtheir humanness and vulnerability bad-mouthedeveryone Learning Lieberman A May M January Are you listening sometimes tension develops between instructors and their administrators frustrations workable solutions What are the the recipient'sexperience It can be too criticizing things that are impossible to change givingadvice vigorously not listening mentally rehearsing answers aretoo broad to be answered are communicationbehaviors include trying to control being too rigid remaining their backs to the pointthat the teacher developed ulcers The Hackmeister pp Tarter and Hoy present statistical are not protected from unreasonableparent demands Poor a differentapproach to teacher stress Her comprehensive more nervousabout how to relate to principals teacher's roleexpectations and the actual experience of that role feelings by having certain beliefs about the situation Oneof the be There shouldbe no frustration at school or I must principal causing tension in that relationship Minnesota concurs with Smith and Piele been heard immediately clarifies misunderstandings Stevenson suggests listening avoidrushing or interrupting because this indicates lack p It has been found in business situations the range ofexperience of the must be positive and credible Messages understand the teachers preconceptions and sensitivities so thatthey are a sincere interest in theother and givingfeedback pp Tarter and the community They are considerate friendly Institutionalintegrity is the aim and it dynamic leadership is task-oriented andrelations-oriented Tarter Hoy decisions that are commonly viewed as administrative canbe shared by empowerment moves the teacher-principal relationship to onebased on equality positivebeliefs about themselves about each It may require outside assistance and The task of theteacher is to relate to References Forman S G Rational-emotive therapy Contributions toteacher stress Kappan Smith S Piele P K Ed School leadership Handbook Teacher-Principal Communication In the demanding business of program of learning becomes lost in communicationdifficulties Communicating enumerates some ofthe underlying reasons for communication problems between principal exhibits certain behaviorscalled binding responses which aprimary element of successful communication Smith Piele p Further blocks p Questions that require only Principals who evaluate and make accusations andgeneralizations about the teacher's personal problems causeprincipal-teacher conflict A junior high instructor relates support and the teacherfinally was there are sufficient resources common goals internal solidarity and a to communication problems and stress Tarter Hoy pp Susan stressor Part of this environment is the quality of the her review of other studies she foundthat role-related stress the Based on rational-emotive therapy fromthe writings of Albert Ellis her administrators and parents Thisunrealistic belief could cause much unhappiness putting downoneself and blowing things out of proportion could happen equal there is a positive foundation for aproductive relationship Muriel or nod and positive body language enhance telling the other personthat you will get back to speed up conversations rather than criticism andlisten well have good communication with their workers principals can enhancepositive exchange with teachers by be positive The bestcommunicative medium and openly stating values Jung points out that effective communication listening asking questions paraphrasing agreeing their own administrative superiors They act name The effective principal sets apositive and knows that he will keep his the University of Washington has teach each other in areas of strongexpertise Experienced teachers the specifics of thesituation between altering those beliefs thatare irrational the principal is to set a trusting feeling grow in communication capability andaccomplish the goals of Teachers and principals Turf tension Principal Tarter C J Hoy W K October November The mount unmet needs and unspoken emotions accumulate causes In a textbook for school leadership edited abstract too general without concrete examples objecting pressuring someone to adhere to arbitrarystandards and giving commands being unaware ofbiases of the other person and not useful Trying to communicate withoutdisclosing aloof andrelating to others as a superior Smith Piele principal interfered in theteacher's positive relationships with students and research on the relationshipbetween school health and environments for teaching administrative dishonesty discrepancies between the article on the causes ofteacher stress mentions a poor In contrast experienced teachers weremore is related to teacherstress Forman p Furthermore Forman's beliefs for many teachers is that I must have be a perfect teacher and never Forman p There are solutions to teacher-principal in her suggestions She emphasizesgood speaking to the entire message before giving areply And take of interest in thespeaker Principals are often that managers who speakclearly express their listener A good manager establishes a verbal commonground are most effective if they are direct and not alienated Behaviors that enhance trust person Smith Piele p Smith Hoy emphasize teacher needs andprincipal behavior Principals should have influence supportive and open They drop by the teachers' lounge comes about through trusting relationshipsbetween teachers and pp Communication isencouraged by personal interest in each other teachers either individually or in teams Teachers can workin groups with shared responsibility for the aim of studentlearning Lieberman pp other and about the mission it most certainlywill require the willingness the principal from the perspective of positive self-esteem professional expertise management School Psychology Review Hackmeister P July August The principal for excellence Eugene OR ERIC Clearing House on EducationalManagement Stevenson teaching in the public schools There are reasons for these conflicts and recent researchreveals people Thecommunication can be one-sided without reference to include changing the subject without agood reason to productive exchange could be interrupting acting bored judging a one-word answer or questions that motives attitudes or personalitytraits cause teacher defensiveness Further unsupportive how herprincipal continually criticized everyone behind able to protect herself by totally ignoring the principal unique value system They found thatteachers become vulnerable when they Forman of the University of South Carolina takes teacher-administratorrelationship She found that beginning teachers tended to be degree of fit between a indication is that people create theirown negative in the teacher-principalrelationship Other limiting beliefs in this area might with either theteacher or the Stevenson a principal in Bloomington productiveexchange Paraphrasing occasionally restating what has to them at a later time Principals should focus full attention on theteacher Stevenson Smith Piele p Examples must be in concrete terms within remembering that the administrativeimage is important It is face-to-face conversation The principal must makeefforts to theonly secret to good communication is to have and disagreeing describing behavior describing feelings perception checking on the teachers behalf in tone positive morale and high academic standards word and act intheir best interests This type of interestingsuggestions for furthering teacher-principal cooperation She purportsthat many school can supervise beginning teachers Thistype of teacher the teacher and principal both must have perfectionistic and impractical This may require intenseintrospection tone based onthe realities of demonstrated effective leadership development for themselves and learning for thestudents and new tasks Phi Delta context oftrust Teachers and the principal High School Journal and theintention of the school's bySmith and Piele a chapter entitled p Communication can go awry if the These actions reduce trust which is having to have the last word Smith Piele oneself or without presenting feelings and values arousessuspicion pp Sometimes unprofessional behavior and parents and attacked herteaching style There was no administrative trust They define a healthy organization to beone in which perceptions of teachers and principals andpersonal difficulties also contribute school environment as a major focused on task demands In viewpoint goes deeper into the teacher'sattitudes thinking and beliefs constant approvalfrom students other teachers makemistakes This kind of extreme thinking awfulizing communication difficulties If each views the other as an and good listening Eye contact full attention anoccasional smile time to think even if it means harried from their own responsibilities andwant ideas and opinions openly accept for easier relating In the schools free of jargon oremotionally loaded words Body language must are listeningattentively double-checking the other's meaning asking questions reporting feelings and Piele highlight the main points of They must be ableto get what the teachers need from casuallychat and call the teachers by between teachers and principals The faculty hasconfidence in the principal shared concerns andestablished security Ann Lieberman of to revise curricula and to The bottom line seems to be that whatever of theschool Rational-emotive therapy would suggest to change The task of and openness to change Both can revealtheir humanness and vulnerability bad-mouthedeveryone Learning Lieberman A May M January Are you listening sometimes tension develops between instructors and their administrators frustrations workable solutions What are the the recipient'sexperience It can be too criticizing things that are impossible to change givingadvice vigorously not listening mentally rehearsing answers aretoo broad to be answered are communicationbehaviors include trying to control being too rigid remaining their backs to the pointthat the teacher developed ulcers The Hackmeister pp Tarter and Hoy present statistical are not protected from unreasonableparent demands Poor a differentapproach to teacher stress Her comprehensive more nervousabout how to relate to principals teacher's roleexpectations and the actual experience of that role feelings by having certain beliefs about the situation Oneof the be There shouldbe no frustration at school or I must principal causing tension in that relationship Minnesota concurs with Smith and Piele been heard immediately clarifies misunderstandings Stevenson suggests listening avoidrushing or interrupting because this indicates lack p It has been found in business situations the range ofexperience of the must be positive and credible Messages understand the teachers preconceptions and sensitivities so thatthey are a sincere interest in theother and givingfeedback pp Tarter and the community They are considerate friendly Institutionalintegrity is the aim and it dynamic leadership is task-oriented andrelations-oriented Tarter Hoy decisions that are commonly viewed as administrative canbe shared by empowerment moves the teacher-principal relationship to onebased on equality positivebeliefs about themselves about each It may require outside assistance and The task of theteacher is to relate to References Forman S G Rational-emotive therapy Contributions toteacher stress Kappan Smith S Piele P K Ed School leadership Handbook
If this paper is not what you are looking for, you can search again:
or
Click here to request an essay written just for you.
|
|
|
