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• W2910630 abstract "Abstract This study examined perceptions of teachers on effectiveness of organizational communication in their schools and whether perceptions differed between teachers in primary and junior high schools as a function of gender, age, marital status, seniority, and rank. Data were collected from a sample of 334 teachers in 63 schools, working in primary and junior high schools in centre of Afyon and Usak in Turkey during fall and spring semesters of 2002-2003. A questionnaire developed by Gurgen (1997) was used in data collection, after minor modifications for teachers working in compulsory schools. Data were analyzed by percentages, means, t-tests for equality of means, analysis of variance, and Chi-square tests. Results showed that teachers scored high in effectiveness of organizational communication, in general. Additionally, there was not a significant difference in teachers' perceptions between primary and junior high schools as a function of gender, marital status, or seniority. However, older teachers scored higher than young in effectiveness of organizational communication. Furthermore, teachers with less educational attainment (i.e., undergraduate or graduate education of two-year-college) scored lower than those with more educational attainment (i.e., graduate of a fouryear college) in effectiveness of organizational communication. Moreover, primary and junior high school teachers indicated that they were informed about what to do at work by their principals. They were informed orally (65%), meetings and workshops (27 %), or in formal writing (8 %). Finally, suggestions as to what should be done to reach effective organizational communication in schools, help younger teachers use effective organizational communication skills, and increase communication channels by principals and teachers were suggested. Key Words Organizational Communication, Compulsory Education, Teachers, Effectiveness Organizations are social establishments in which people interact in a complicated way (Roberts, 1984). A school is one of such social organizations (Getzels & Guba, 1970). Within school organizations, there are students, teachers, administrators, and several other service personnel. Members of each of these groups occupy distinctive positions and are expected to behave in certain ways. The role expectations of these groups and norms ascribed to them are different from each other. Clearly, relationships among many people in schools are varied and complex. Only after those relationships are understood, and generally accepted, can school organization function effectively (Campell, Corbally & Nystrand, 1983). Schools are also hierarchical organizations. The board of education is usually placed at top of hierarchy, followed by superintendent, principals and teachers. In terms of responsibility, students are responsible to teachers; principals are responsible to superintendents, and superintendents are responsible to board of education. Structurally, there is a series of superordinatesubordinate relationships within schools. Functionally, this hierarchy of relationships (principal to teacher, teacher to student, and so on) is basis for allocating and integrating roles, personnel, and facilities to achieve school goals. Operationally, educational organizations are people intensive, thus process in schools takes place a person-to-person interaction (Sergiovanni, & Starratt, 1988). In turn, quality of interrelations among people is affected by quality of communication in organization (Roberts, 1984). Organizational communication has been defined as the process by which information is exchanged and understood by two or more people, usually with intent to motivate or influence behavior (Daft, 1997). Therefore, communication is a multi-process as it is necessary in reaching organizational goals (Koontz & Weihrich, 1985). …" @default.
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• W2910630 title "The Organizational Communication Process in Schools." @default.
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