The Effect Of Communication Styles Of School Heads On Communication Satisfaction Among Teachers: On Developing An Interactive Model Of Communication

AUTHOR(S)

Sharon B. Aranggo

ABSTRACT

This study describes the school heads’ extent of use of aggressive communication style, assertive communication style, open communication style, and inclusive communication style. This study also describes the teachers’ communication satisfaction along personal feedback, supervisor communication, horizontal communication, organizational integration, organizational perspective, communication climate, and media quality. The extent of use of communication styles of school heads were correlated with the level of satisfaction of teachers. Descriptive and correlational analysis were used in the study through the use of survey questionnaires. The respondents of the study were the twenty-two (22) secondary school heads, five hundred seven (507) secondary regular teachers in the first congressional district, schools division of Zamboanga del Norte. Two research instruments were used in this study. One instrument was used to gather information about the profile of school heads and their communication styles. The second instrument was used to determine the communication satisfaction among teachers.
Descriptive analysis were made by classifying the respondent groups according to demographic profile. Correlational analysis were used to determine the relationship between the variables. The statistical methods used to analyze and interpret the results were the frequency, percent, weighted mean, standard deviation, Mann-Whitney U Test, Kruskal-Wallis H Test, and the Spearman RankOrder Correlation Coefficient. The school heads used several communication styles to effectively lead their teachers. They used aggressive communication style to a very slight extent and assertive communication style to a high extent. The school heads applied open communication style and inclusive communication style to a very high extent. The teachers were much satisfied with the way their school heads communicate in leading them. It can be inferred that the school heads’ communication styles used highly affects the teachers’ communication satisfaction in all aspects of communication. The present researcher encourages all school heads of the division of Zamboanga del Norte to adopt and implement the newly proposed interactive model of communication to achieve a high level of communication satisfaction among teaching and nonteaching personnel in their learning institutions.