Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The Impact of Leadership on the Communication Satisfaction of Primary School Teachers in Serbia

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The Impact of Leadership on the Communication Satisfaction of Primary School Teachers in Serbia

Article excerpt

Leadership and Communication in Schools

A number of authors have dealt with the influence of leadership styles on job performance, organizational commitment and satisfaction (Breckenridge, 2000; Vries, Roe, & Taillieu, 1998). Kabacoff (2002) remarked that it would be useful to know what impact personal characteristics such as age have on leadership practices which are theoretically based on some suggested principles. The reference of Bycio, Hackett, and Allen (1995) suggests that leadership has a significant effect on organizational performance. Agle, Nagarajan, Sonnenfeld, and Srinivasan (2006), on the other hand, found that organizational performance was associated with the subsequent perceptions of the CEO's charisma but that the perceptions of the CEO's charisma were not associated with the subsequent organizational performance. Similar to this, De Hoogh et al. (2004) revealed that charismatic leadership was positively related to the outcome of common-source and multisource perceptual performances (i.e., positive work attitude of subordinates) and to the profitability of an organization. However, it was unrelated to the liquidity and solvency of an organization.

Many references point out the importance of leadership in schools (Aubrey, Godfrey, & Harris, 2013; Barnett & McCormick, 2012; Hallinger & Heck, 2010; Pashiardis, Savvides, Lytra, & Angelidou, 2011). Day, Harris, Hadfield, Tolley, and Beresford (2000) concluded that diverse countries from different school contexts have revealed the powerful impact of leadership processes on school effectiveness and improvement. According to Xie & Shen (2013), teacher leadership is still confined to the classroom level. According to Sergiovanni (1991), educational leadership can no longer be viewed simply as the practice of implementing policy and maintaining the system. The principal must put new strategies and new processes in place, as well as develop a new mind set for the success of the education system. The Leadership Trust (2011) reported that leadership practices for predicting and developing change include being a facilitator, a mediator and a process consultant. They also involve the ability to propose ideas for improving workplace practices and running effective group communication.

A number of authors indicated that communication is central to leadership (Awamleh & Gardner, 1999; Den Hartog & Verburg, 1997; Frese, Beimel, & Schoenborn, 2003; Kirkpatrick & Locke, 1996; Riggio, Riggio, Salinas, & Cole, 2003; Spangler & House, 1991; Towler, 2003). Some research studies examined the effects of leadership styles in relation to effective communication skills (Fairhurst, 1993) as well as interpersonal communication (Quick & Macik-Frey, 2004).

Truly effective leaders have built two-way patterns of communication. These kinds of leaders establish a series of formal and informal channels allowing communication to flow freely in either direction (Batsis, 1987). Effective, successful leaders must have a realistic view of communication and its direct and indirect effects. They must understand the complexity of communication, which at first seems simple to most people (Clampitt, 2005). According to Witherspoon (1997), leadership exists only through communication, and the main function of such communication is to further develop shared meanings in order to seek and use information effectively. In a review of the aforementioned relevant studies on leadership and communication, it was found that the majority of them dealt with leadership styles, organizational effectiveness, organizational culture, and organizational commitment, and that few researchers focused on the relationship between effective leadership and communication satisfaction. There is a limited amount of literature that combines research in the fields of communication and leadership despite the vast amount of literature dealing with these fields separately (Hunt, Tourish, & Hargle, 2000). …

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