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Introduction

Leadership communication is required for leaders because they are expected to maintain great communication for being great leaders in schools and communities. Leadership communication allows leaders to communicate with individuals or groups in any situations. The way leaders communicate with people or individuals show the leadership communication characteristics for any situations. Educational leaders use different communication style to communicate with children, parents, students and other students in schools and communities. Educational leaders decide the best communication styles that work for them and help them achieve successful communications with other people. There are five communication styles that educational leaders can use talk to people in different schools and communities. The five communication styles are assertive, aggressive, passive-aggressive, submissive and manipulative communication styles. The assertive style is use for communicators with high self-esteem personality.

The article on Leadership Communication (n.d.) states, “Leadership Communication has four parts of the message involves significance, values, consistency, and cadence. Significance involved messages on issues relating to the present and future of the organization, which includes people, performance, students, teachers or parents. Values also consist of messages relating to the vision, mission, and culture. For consistency, messages show values and behaviors and finally cadence messages appeared regularity and frequency leadership communication” (Leadership Communication, n.d.).

Communication style impacts the communication between individuals or groups. This communication style is the most common one that most effective leaders use to communicate with people. The passive-aggressive style is the communication style where it consisted of someone communicating with emotional feelings, such as anger, resentfulness, complaining or gossips. Submissive styles focus on reducing conflicts and pleasing other people. Finally, manipulative style consisted of a person who wants to control people through any situations. For example, a bully tries to control non-bully people to do things they do not feel comfortable doing (Newton, 2014).

Balas (2014) states, “The problem with some teacher’s communication style in unilateral and unidirectional communication. The other problem is not taking account the active role of students in the process their development” (p. 171-172). The purpose is to design a communication analysis in a scenario causes ineffective communication in the leadership role in different situations. The purpose of this paper is to design a communication analysis in a scenario between directors and teachers involved in ineffective leadership communication in school situations. The communication analysis will include leadership communication process; behaviors cause ineffective communication and solutions to improve effective leadership communication in school situations. These points will cover in the example scenario ineffective communication between directors and teachers using in-person, email or phone messaging.

Scenario: Ineffective Communication Between Directors and Teachers

In 2006, when I started my first dance teacher job at Encore Baton and Dance Studio in Upper Marlboro, MD. I was teaching children age three to eight ballet, creative, tap and jazz dance on Saturdays at 9:30am-12: 30 pm. The employment at this dance company did not last any more than three months due to conflicts between the director and me; disorganized about the class structures. Some staffs had no teaching experience for conducts dance classes. There were issues occur in classes and ineffective communication. I also notice there were students taking jazz dance classes under age four. The director did not have good business relationships, leadership, organization skills and communication skills. These issues led to the ineffective communication and relationships at this dance school.

The Communication process similar to “Addressing to the Critical Issues

Communication process used for personal, school and work purposes. The purpose of communication is to comprehend information between from a person to a group, from a person to another person or group to a group. Boerner (2014) believes, “It is very important that the organization has effective communication. The leadership skills required maintaining positive school relationships between parents, staffs, students, and other staffs in the schools (p. 39). The first step is I left the director addressing the issues about conducting dance classes and their leadership role in operating the dance studio. Next, they receive the message, but with a positive feedback from me as a dance teacher. Then, the director contacted me about addressing the issues about the dance classes. Next, I receive about working at the studio, but it was not good news. Next, I hang up the phone after they claim I cannot work there anymore, even though I discuss the issues and trying to resolve the problems. Finally, we contacted each other about me receiving my paycheck. I also explain to them that I was going to return all items I borrow from the dance studio. After moving on, we no longer communicate with each other. I also found out the studio is no longer in business few years later. Quinn (2014) states, “Effective Communication increase successfully team, such as family, classroom community, corporation or an international nonprofit organization. The technology, such as phones, emailing or texting messaging helped support ease, speed and access to communication. Interaction overload, personal and professional communication consisted of transmission of ideas, thoughts and emotions, which applied to decision-making for personal, work, and school purposes” (p. 6).

Communicator’s Behavior that Facilitated or Hindered Communication

There many things that caused ineffective leadership communication in schools situations. Green (2014) stated, “Climate, culture, and structure impacts the behavior of people in school organizations and the academic achievement of students” (p. 96). The cause of the ineffective communication in this scenario is a type of criticism both parties receive in this situation, not addressing the issues in-person and concerns at the right time and activity. For example, the director addresses my teaching in classes while I am trying to conduct my dance classes. There was unprofessional leadership communication between the teacher and the director about discussing these issues. I also never receive training to become a teacher, and there were no discussions about how the classes organized and conducted each term. The director was considered to be a comparison maker and judgmental communicator.

Kevin Hogan is the author of the book called “Talk Top Your Way to the Top” in 2000. Hogan (2000) “wrote this book to discuss the eight habits and types of communicators of ineffective communication in school, home or work situation. These habits and types of communicators explain the reasons and causes ineffective communication occur in these situations. He provides solutions to on the best way to become a better communicator in any situations” (Hogan, 2000). It also depends on the type lead communicators involved in any situations. The eight type of communicator can impact effective leadership communication are argumentative, comparison maker, better than a talker, hear my old baggage communicator, judgmental communicator, interpreting communicator and other complaining communicator and gossip communicator. As a teacher, I was an emotional, informing, persuasive and entertaining communicator. However, the director was the comparison and judgmental communicator.

The ineffective communication causes led to having the lack of work relationships, negative criticisms, and a negative working environment, disorganized in class structures. I was not able to continue to work at the dance school, even though I was about to resign from the studio and work as a teacher somewhere else. Green (2014) stated, “Climate, culture, and structure impacts the behavior of people in school organizations and the academic achievement of students” (p. 96).

Improvements of Lead Communicator for Quality of Communication

No matter what people think, it is best to continue to the best lead communicator or leader as much as possible in organizations. Green (2014) believed, “Lead communicator must be a great skilled communicator in a perfect communication process. The believer messages using techniques or strategies required for any situation in schools or communities” (p. 134). It is very important strengthen the communication gaps. Another improvement is to listen and maintain eye contact. Whether or not there are agreements or disagreements, the discussions on any subjects, should remain professional. Organizations should conduct meetings to reduce communication problems and resolve issues in organizations. This situation is the best way to increase effective communication, use appropriate communication style and build the strong relationship with everyone involved in organizations.

Most companies and organizations do not use this strategy to increase effective leadership communication and build the relationship in their organizations. Walls, Minden, Nardi and Hoffman (2002) believes, “Teachers can help students to improve student self-concept was a more worthy goal than promoting students’ academic achievement or creating a good learning environment. The teaching experience continuum experienced elementary-level teachers also tend to assign a preeminent value to effective goals (p. 40).

Conclusion

This paper concludes design a communication analysis on a scenario between directors and teachers involved in ineffective leadership communication in school situations. The communication analysis summarized leadership communication process, behaviors causes ineffective communication and solutions to improve effective leadership communication in school situations. I have learned many importance concepts about leadership communication in school situations. One important concept about effective leadership communication is making sure leaders use the right communication style that best for you and will create a positive social environment for everyone. Another important concept about effective communication is if you are not sure, you can take a communication style self-assessment online to determine your leadership communication style and type of lead communicator you are in school or other situations. In fact, I took the communication style self-assessment and the resulted that I am an assertive and aggressive communicator. Based on my results, it explains in some degree the reason for being an anti-social leader and communicator.

Another type of communicators I considered myself to be an emotional, entertaining, persuasive and informing lead communicator in any situations. Once leaders examine what type of lead communicator and leadership communication style they have, they can decide the best way the communication style of communicating with people and individuals at schools. If the leader wants to remain a great leader, they must have great leadership communication skills to communicate with different people from different schools.

References

Newton, Claire (2015). The Five communication styles

http://www.clairenewton.co.za/my-articles/the-five-communication-styles.html

Balas, E. (2014). Determining the factors contributing to the use of a communication method in the classroom. Journal Plus Education / Educatia Plus, 11(2), 171-179.

Boerner, C. M. (2014). Building communication and leadership skills. Journal Of Health Care Compliance, 16(6), 39-40.

Hogan, Kevin (2000). Eight Habits of Highly Ineffective Communicators

http://www.kevinhogan.com/habits-ineffective-communicators.htm

Quinn, A. a. (2014). Effective communication in a time of connectivity: an interview with Dr. Beverly Helms. Delta Kappa Gamma Bulletin, 80(3), 6-10.

Leadership Communication

http://westsidetoastmasters.com/resources/communication_secrets/lib0009.html

Walls, Richard T., Minden Avril M., Nardi, Anne H., Hoffman, Nancy (2002). The Characteristics of Effective and Ineffective Teachers. Teacher Eduction Quartely,