A School Leader's Conversations

Communication in schools is in jeopardy, imperiling teachers and students. Impaired principal-staff conversations are part of the problem; improved principal-staff conversations can be a paramount part of the solution. Learning more about these conversations is important: it is recognized that anything that affects the professional relationships and climate for the adults in a school can also impact the learning climate for students and a school s overall effectiveness. This research focuses on a successful school leader s conversations and their perceived impacts. Findings from the study suggest that certain characteristics of a principal s conversations, like listening well, providing consistent opportunities for conversations, and open sharing of information, can positively affect principal-staff relationships and school climate. Important keys for school improvement lie within these more qualitative dimensions of schools. The information from this study should be of special interest and benefit to educational leaders, principals, heads of schools, professors and students in educational leadership programs, and anyone else interested in improving school climate and culture.

Autorentext

Dr. Heather Dwyer Jaquette Sadlier: Doctorate in Educational Leadership, University of Maine, Orono. Assistant Professor of Education, University of New England. Her research, courses, and workshops focus on leadership and teaching practices that convey respect and support for students' myriad differences and help maximize learning outcomes.