Abstract
Purpose. The purpose of this study was to describe the behavior and determine differences in the formal downward communication used by effective principals with teachers in various career stages. The study determined and compared the frequency of principal-initiated interactions with teachers in six identified career stages with five formal communication variables. The communication variables were identified as (a) general instructions, (b) job rationale and expectations for the tasks, (c) information regarding procedures and practices, (d) feedback relative to performance, and (e) ideology. Methodology. The study was based on both a descriptive and ex post facto design. A self-reporting survey instrument with a Likert scale was completed by a sample of elementary school principals from schools designated in 1993 as a California Distinguished School. The survey response rate was 62 percent. The statistical treatment included descriptive statistics, the Kruskal-Wallace One-Way ANOVA and the Mann-Whitney U. Findings. This study found effective principals communicated more frequently with teachers in the first stage of teaching and this was significantly more often than other stages. There were no significant differences in the later stages. In general, however, the latter career stages had less communication with the principals. "General instructions" was the most communicated content variable and it was communicated significantly more frequently than the other content variables. "Feedback" was also communicated significantly more often than the other variables except for general instructions. Conclusions. It appears that the need for communication is greatest in the earlier stages as new teachers are being socialized into the system and learning their jobs. In addition, teachers in the earlier stages tend to be open to authority and more willing to adapt and grow with the help of the principal. With veteran teachers there is less need to develop an already established relationship and, since principals tend to be more non-directive with teachers in more mature stages, there is less need for formal communication. Communication of the "general instructions" variable provided information related to the efficient and effective operation of the school, thus providing a well-managed environment. Principals will be better able to offer support, assistance, and professional development by becoming aware of the developmental changes in teachers during their careers. Knowledge of these stages as well as the communication behaviors of effective leaders can influence the strategies principals employ in building relationships and facilitating communication to provide an effective educational program.