Communication styles towards effective school management

Communication has its many aspects where leaders need to be mindful of like giving well-defined instruction and resounding exchange of interaction; transmitting of genuine and authentic information; sharing, transferring, and apprehending with meaning; attaining of set goals; encouraging, guiding and directing subordinates in the organization. The study sought to identify the communication styles of school heads and teachers in a school setting. The researcher made use of the descriptive method. It is meant to measure the general communication styles of principals and teachers in a school setting. The descriptive method was utilized as a process of gathering, analyzing, classifying and tabulating data about prevailing conditions, practices and existing communication styles in a school setting. The respondents of the study were the principals and teachers of the general public secondary schools in Baggao. In this study, the researcher employed total enumeration in choosing the respondents. Survey questionnaires were the instruments in gathering data pertinent to the study consisting of the background demographic profile of the respondents and the main part of the tool consisted of two sets. The first set had twentyfive questions intended to measure the general communication style of the respondents and the second set had twenty-seven questions which measured the communication styles of the respondents when given several situations in the workplace. Simple frequency counts and percentage distribution were used to treat the collected data on demographic profile and the respondents’ answers on the given questionnaires. The Chi-Square Test Results and Pearsonr Tests were also used in identifying the significant difference in the communication styles when grouped according to profile variables. The National High Schools of the Baggao Districts are generally manned by young and developing faculty who are led by more experienced and educationally advanced principals. The position, length of service and the educational background of principals and teachers do not affect their general communication styles. However, differences in communication styles occur in situations where psychological mindset and personal challenges are involved like viewing time frame, viewing environment and setting preferences, when motivated, when demotivated, communication patterns, and on how others view them. The results of this study could be given as a baseline data for principals to familiarize them with the communication styles of teachers accorded to their leadership and to have better understanding and interpersonal relationship in the school they are in.