1. Institute of International Education
Department of Education
Effective Communication in Education
Leadership
Theories, concepts, and application of communication in
education
Assignment for the course
Education Management and Leadership
Louis A. DiFante

2. October 2015
Table of Contents
1.Introduction…………………………………………….…………………………..…...…Pg. 3
1.1 Background………………………………….…………………………..……….Pg. 5
1.2 Aims & Objectives………………………………………….…………..………..Pg. 6
1.3 Limitations……………………………………………………………..………...Pg. 7
1.4 Significance…………………………………………………………...…...……..Pg. 7
2. Theories & Concepts in Communication………………………………………………..Pg. 8
2.1 A Brief Overview: Communication Theories……………………..……………..Pg. 9
2.2 The Communication Process……..…………………………………..…………Pg. 10
2.3 Organizational Communication……………………………………….………..Pg. 11
3. A Leadership Perspective…………………………………………………………….…Pg. 13
3.1 Successful Leadership & Effective Communication………………………...…Pg. 13
3.2 Poor Leadership & Communication……………………………………...…….Pg. 17
4. Conclusion…………………………………………………………………………..……Pg. 18
Reference List……………………………………………………………………………… Pg. 20
2

3. 1.1 Introduction
The field of education management and leadership must be introduced as two separate entities in
order to establish a fundamental distinction between the two. Tony Bush discusses education
management as “A field of study and practice concerned with the operation of educational
organizations” (Bush, 1995, pg. 1). He goes onto say that there is “no single generally accepted
definition of the subject because its development has drawn heavily on several more firmly
established disciplines” (Bush, 1995, pg. 1). Education management relates more to overseeing
the general operations of an institution and maintaining the “status quo.” The management
aspect means taking what is already in place and ensuring its cyclical completion (Bush, 1995).
Education leadership however, is defined differently. Education leadership is said to “reflect the
assumption that it involves a social influence process whereby intentional influence is exerted by
one person (or group) over other people (or groups) to structure the activities and relationships in
a group or organization,” meaning that it pertains more to leading people than to managing tasks
(Yukl as cited in Bush, 2010, pg. 6). Bush goes on to elaborate on Yukl’s definition, and alludes
to three main aspects of educational leadership. He discusses education leadership as having
influence rather than authority. He states the process is intentional, suggesting that a person is
actively attempting to exercise influence in order to achieve a goal or purpose. Then, he asserts
the idea that groups as well as individuals can exercise influence, and that authority can be
distributed in the form of leadership among different members of the group (Bush, 2010, pg. 6).
Education leadership is perceived as having the characteristics of values and vision, which drive
the nature of leadership and help to make it dynamic. Values in leadership are linked to a sense
that leaders are expected to make decisions using transparent, moral, and professionally driven
value practices (Bush, 2010, pg. 6). Values are important to education leadership in that they are
3

4. the guiding compasses of the leader. Many decisions in a leadership position translate down to
doing the “right thing”, which is typically a case-by-case scenario. A leader without a proper
value system could easily be led astray by that notion and therefore not be suitable for the
leadership role (Bush, 2010).
Having strong vision in leadership pertains to employees feeling as though the vision of the
company or school includes a vision with his or herself in mind. Positive interpretations of vision
include mission statements that all members of the staff can stand behind, and having the feeling
of being part of a bigger picture (Bush, 2010). Some negative criticisms of vision however, are
that they can inhibit leaders. Bush references Ibid when he notes “leaders can be blinding and
misleading as role models.” (Ibid: 19 cited in Bush, 2010, pg. 7). He implies that principals are
blinded by their own vision when trying to convince teachers and the school culture to
correspond to the vision they have laid out. Whether the perceptions of vision are positive or
negative, its generally agreed upon that visionary rhetoric has been present in schools since
educational reforms have begun (Bush, 2010, pg. 8).
The preceding text covers the definition of education management and leadership, as well as
gives a brief classification of the two. However, one pillar of education leadership and
management, which has not yet been considered, is the tenet of effective communication. Thus,
this paper will attempt to delve further into education leadership in order to analyze important
aspects of leadership, as it relates to effective communication. Education management will be
covered succinctly as well to provide examples that relate back to effective communication.
However, the paper will mainly be guided by the education leadership principles.
1.1 Background
4

5. In order to define effective communication in education leadership, its important to first look at
the definition of effective leadership, and subsequently look at how communication fits into that
narrative. Effective leadership is defined as being exceptional, possibly worth imitating, highly
valued, and can be said to be in short supply (Leithwood, 1995, pg. 7). The quality and/or
effectiveness of the leader are normally reflected in his or her school. Effective leaders are
typically the heads of effective schools, which are defined as schools that exhibit high student
performance and strong test scores. (Leithwood, 1995).
Effective leaders must possess the values and vision previously mentioned, as well as the support
of his or her staff. They must be viewed as human because leadership is an essential component
of the human condition (Hackman, 2013, pg. 2). Leadership, and especially effective leadership
is an integral part of our daily lives ranging from all walks of life in developing nations to
developed ones. Studying leadership then is not only theoretical, but also applicable to our
personal life because of its practicality. Followers thrive under effective leaders and agonize
under ineffective ones. This is true in all contexts: political, educational, athletic, religious, etc.
(Hackman, 2013).
An essential characteristic of an effective leader is one who can then effectively communicate.
This again is generally true for mostly all contexts and circumstances. According to the book
entitled Leadership: A Communication Perspective, the notion of leadership is best
comprehended from a communication perspective, and that “effective leaders use language as
their most tangible tool for achieving desired outcomes” (Hackman, 2013, pg. 2).
Effective communication in education leadership and management seem to be inherently linked.
In order to have successful leaders and managers in an education system, or other systems,
effective communicators must be present (Hackman, 2013).
5

6. Communication as a stand-alone concept is defined as a transfer of symbols and messages that
allow individuals to create and interpret meaning. The essential purpose of communicating is to
create a joint reality between message senders and receivers (Hackman, 2013, pg. 6). Humans
have an innate ability to manipulate, shape, and share in the use of the symbols or language
we’ve created. These symbols help us to communicate about the past, present, and future. They
also help us better understand our environment, the actors in it, and where or how the notion of
the self fits into it (Hackman, 2013).
1.2 Aims & Objectives
The aim of this paper is to examine effective communication in educational leadership by
delving into some of the theories, concepts, and approaches that are present in successful
schools, superintendents, principals, and heads of department. The framework for carrying this
process out will be first taking a brief look at relevant concepts and theories in communication,
as well as some approaches to organizational communication. Then, a glance at leadership
approaches in communication will be examined to establish a link with the theories/concepts,
and how they are applicable to effective communicators in education leadership. During this
process, some specific case country examples will be given to show these approaches in action.
Next, a section on poor leadership and communication will be considered, to view the negative
sides of leadership. Finally, a conclusion will be offered as a discussion to finalize the paper. The
objective is to further the amount of usable knowledge in this field and to question if whether or
not these effective leadership communication methods are generally applicable to all contexts or
if they are country and context specific.
1.3 Limitations
6

7. This paper does not attempt to present new research or ideas in the field of communicative
leadership and management. It instead attempts to tie together many different sources and
articles in an effort to compartmentalize some concepts, theories, and approaches to help better
understand and clarify the field.
The paper is based on current literature in the field of communication and education leadership
and management, which is to say the amount of information available, is quite extensive and
vast. Therefore, it is not possible to cover all relevant theories, concepts, and approaches. For the
sake of time, practicality, and relevance only the most applicable theories and concepts will be
utilized.
Most information available about effective communication in education leadership has a
tendency to relate to countries in the developed world or global north. The developing world or
global south then will not be referred to often, if at all. Although considered a limitation, this
paper does not intend to retract from the importance of effective leadership, management, and
communication in the developing world.
1.4 Significance
Good communication is a pillar of all successful businesses, industries, schools, and
governments (Hackman, 2013). Effective communication is and has been a very relevant issue in
leadership and management. It’s become a central trait of efficient and successful schools and
principals. Without effective communication it wouldn’t be possible for principals,
superintendents, and school leaders to do their jobs properly. Not only has effective
communication been important to education systems in the past and present, it will continue to
fundamentally be part of educational leadership and management as we move towards the future.
Therefore, one can argue that the significance of this paper is the vital importance of continuing
7

8. the ongoing discussion about effective communication in education leadership. As we change
and move towards the future, so do the dynamics of communication, making it even more crucial
to remain current with.
The climate of a school can significantly be swayed in a positive or negative direction based on
effective or ineffective communication. This is mainly on behalf of the school leaders and the
staff not communicating properly, or not communicating at all. Students have an affect on school
climate but are in the end not fully responsible (Halawah, 2006). Another noteworthy aspect of
this paper then is to glance at how effective communication can affect the overall climate in an
educational institution and how poor communication can be a detriment to a school. The
significance of that discussion is to learn from the mistakes of other school leaders in order to not
repeat them. On the other hand, if a particular communicative style is effective in a school, then
it is valid for one to draw conclusions from that example, and note the applicability of it in a
similar role.
2. Theories & Concepts in Communication
The following sections will take a brief look at several theories in communication, the
communication process, and various ideas related to organizational communication. The
intention is to provide a theoretical background for the reader to draw on as the paper progresses.
It is to be noted that not all theories in communication will be covered.
2.1 A Brief Overview: Communication Theories
Theories in communication are based on the assumption that human beings possess a natural
theory-making and theory-using ability (Razik, 2010, pg. 131). There are three paradigms in
8

9. which communication theories stem from: Rational, relational, and symbolic. These paradigms
are combined with observable communication patterns in different circumstances, and coincide
with the idea that fast paced, societal change generates a need for up-to-date communication
theories (Razik, 2010, pg. 132).
The majority of researchers concur that communication involves senders, receivers, information
transmissions between the senders and receivers, and interferences or enablers acting on those
transmissions (Razik, 2010, pg. 132). Apart from that and other overlapping ideas, practically
everything else about human communication is defined as circumstantial-related occurrences by
the researcher.
There are four basic genres in communication theories that can help us to make sense of
communication. The first genre is the structuralist-functionalist theory. This theory emphasizes
communication exchanges that happen simultaneously instead of over time. It looks at
unintentional consequences of actions as well as purposeful ones, and maintains a belief in the
independent or objective reality (Littlejohn, 1989, cited in Razik, 2010, pg. 132).
The second genre is the cognitive-behavioral theory, which is similar to the structuralist-
functionalist theory apart from the belief that knowledge is attained through discovery of
psychological “mechanisms”. The cognitive-behavioral theory examines communication as a
creation of the individuals’ behavior and thought process (Razik, 2010, pg. 132).
The third genre is referred to as interactional-conventional theory. This theory originates from
the “sociology, anthropology, and the philosophy of language.” The main concept in this theory
is symbolic interaction. “Social existence is measured as a process of continuous interaction that
possesses social conventions, and at times alters these conventions through language and
symbols. The theory posits that these interactions create rules and norms” (Razik, 2010, pg. 132).
9

10. The fourth genre in communication is interpretive-critical theory. This theory originates from
“interpretive sociology, phenomenology, and hermeneutics.” Features of this theory include
understanding the subjective nature of a situation, and the high value placed on individual
experience (Razik, 2010, pg. 133).
The theory genres provided are grouped around specific communication contexts. The contexts
provide a hierarchy defined by group size from lowest to highest. These groups include
interpersonal, organizational, and mass communication. The four theory genres are present in all
types of communication and relate back to setting the framework for effective communication in
education leadership (Littlejohn, 1989. Cited in Razik, 2010, pg. 133).
2.2 The Communication Process
A communication scholar named Dean Barnlund classified five main principles that are
contemporaneous in human communication. The five principles are deliberated in the book
entitled Leadership: A Communication Perspective and are as follows:
• Communication is not a thing, it is a process.
• Communication is not linear, it is circular.
• Communication is complex.
• Communication is irreversible.
• Communication involves the total personality.
(Hackman, 2013, pg. 6-10)
The overarching themes from the communication principles are that communication is
dynamic and ever changing. Messages are constantly being sent and received from source to
receiver with feedback in between (Hackman, 2013). Communication is complex in that it
involves more than just one person sending a message to a receiver and receiving messages
10

11. back. The process involves shared interpretations of meaning and understanding (Hackman,
2013). The communication process isn’t reversible. It is permanent and not erasable. Once a
statement has been made, there is no going back and altering it. Finally, communication cannot
be viewed separately from the individual because it is the individual who shapes the message
and interprets it. The self is the most critical aspect of communication because without it
communication would be something entirely different, and would perhaps be linked more
closely to how animals interact (Hackman, 2013). Effective communicators are either fully
aware of these processes and/or understand them intrinsically when applying them to the
everyday communicative interactions they have with stakeholders within the education
organization (Hackman, 2013).
2.3 Organizational Communication
Organizational communication can be defined as,
“A process by which activities of a society are collected and coordinated to reach the goals of
both individuals and the collective group. It is a subfield of general communication studies and is
often a component to effective management in a workplace environment” (Accessed on 17-10-
2015, cited in http://www.businessdictionary.com/definition/organizational-
communication.html).
Organizational communication is one of the most important areas of interest to a school
administrator. Interpersonal, group, and mass communication all maintain their own significance,
yet it can be said that organizational communication represents the “breath” of educational
institutions (Razik, 2010, pg.133). Effective communication in an organization is what helps
yield the drive to complete collective goals set out by the school. Without effective
communication, an organization can suffer and become trapped in an idle state (Razik, 2010).
11

12. Depending on the context and organization, communication can occur in a variety of ways. Four
properties of organizations have been defined to present how communication can be affected in
different contexts. Those four properties are:
• Formality
• Organizational structure in a hierarchical manner
• Size of organizations
• Organizations existence beyond a member’s life
(Razik, 2010, pg. 135)
Formality pertains to the goals, regulations, policies and procedures in an institution and
determines how those areas will be communicated legitimately. The hierarchy of an organization
in communication represents the multidirectional patterns that occur over a period of time. Size of
organizations relates to the tendency to have limited development of personal relationships with
other members of the group, and narrows the range of informal communication. Then, there is the
understanding that an educational institution will normally exist beyond the time frame of a
member’s life, and can subconsciously affect communication in a specific context, depending on
the type of message being sent or received (Razik, 2010, pg. 135).
Effective communication’s contribution to the success of an organization is existent in nearly
every operational activity of an education institution, ranging from: envisioning, planning,
evaluating, managing, controlling, accomplishing, etc. (Razik, 2010, pg. 135).
Effective communicators in leadership roles set clear goals for their staff, in spite of the
properties that can affect communication in an education institution. The goals must be set in such
a way that they enlist cooperative supportive effort from all members of the group. It is up to the
12

13. school leader to not only establish and maintain communication of these goals, but to ensure that
the communication is efficient for goal achievement (Razik, 2010, pg. 135).
3. A Leadership Perspective
The following sections will delve into how effective leadership and effective communication are
inherently connected. Some specific case country examples will be provided with explanations
of different strategies in effective communicative leadership to show various approaches in
action. Several models of ineffective or poor leadership in communication will be offered as well
in order to allow perspective from the contrasting side.
3.1 Successful Leadership & Effective Communication
Willingness to communicate or WTC as its referred to in Leadership: A Communication
Perspective is defined as a persons willingness to interact with others. Effective leadership
hinges on ones willingness to communicate, and on increasing ones proficiency in
communicating. That is, to essentially develop ones communication skills. Humans who engage
in practiced communication are much more likely to have influence over others (Hackman,
2013).
James McCroskey and Virginia Richmond, two professors of communication, developed a WTC
scale to measure a human’s willingness to talk in a wide array of situations. The results from
western cultures, which promote individualism and assertiveness such as the United States, show
that increased communication action leads to positive perceptions. In Asian societies however,
the results were viewed differently. Countries such as a China, which promote more emphasis on
the group and collectivism preferred individuals who did not speak up as often (Hackman, 2013,
pg. 23).
13

14. Several interesting points and results from the WTC scale in the case of the United States are as
followed: (1) people who speak often in small groups are more likely to have leadership
positions (2) Talkative people are more likely to be hired and promoted. (3) High WTCs are
often more open to change and appreciate tasks that necessitate thought. (4) High WTCs are
regarded as more credible and appealing, and are typically branded as opinion leaders (Hackman,
2013, pg.23). The implications from this study in the American context are people with a high
willingness to communicate are often perceived as more effective communicators and therefore
regarded as effective leaders. This isn’t true in every context; nevertheless American culture is a
prime example of a society with affirmative opinions of high WTC (Hackman, 2013).
Another critical characteristic of an effective communicator is emotional intelligence. Emotional
intelligence is the ability to understand, share, and respond to the emotional needs of others, and
involves the ability to feel empathy towards others (Hackman, 2013). Effective communicators
in leadership roles are able to communicate affection, liking, and excitement in their followers.
They’re adept at channeling emotion in order to reach objectives and can maintain friendly group
interactions (Hackman, 2013, pg. 28).
In 1995, a science journalist named Daniel Goleman created a four-part model of emotional
intelligence. This model included self-awareness, self-management, social awareness, and
relationship management (Goodwin, 2015). Goleman equated emotional intelligence with
leadership ability. He stated that,
“Emotional intelligence enables leaders to keep emotions in check, to think before acting, to
demonstrate passion for their work, to pursue goals with energy and persistence, and most
relevant to communication, to persuade others by finding common ground and building rapport”
(Daniel Goleman, 1998/2004, cited in Goodwin, 2015).
14

15. In South Africa some years ago, a case study was conducted at two neighboring schools. One
school was high performing and the other low performing. This study was carried out in order to
determine to what affect emotional intelligence of school leaders has on their respective schools
(Bipath, 2008, cited in Goodwin, 2015). According to the study, the principal of the low
performing school was nervous, apprehensive, and had ongoing conflicts with his teachers. He
was not goal-orientated and didn’t show an interest in the academic or personal sides of his
students. His poor attitude reflected negatively upon the school. Teachers and students alike
didn’t seem to care much about the daily goings on of school, and no one was held to any real
standards (Bipath, 2008, cited in Goodwin, 2015).
When the principal from the high performing school was examined, he was noted as being the
exact opposite. He always kept a calm demeanor, and was said to have strong connections with
parents, teachers, and students. He was constantly promoting the schools mission statement, and
kept his teachers following that same vision. He would come in early and leave late everyday;
setting a precedent for the staff, which demonstrated his commitment through the amount of
hours he spent working (Bipath, 2008, cited in Goodwin, 2015).
The results of the study show that its quite clear to see, the higher performing school did well in
part due having a leader with high emotional intelligence. High emotional intelligence equated
not only effective verbal communication through the relationships he maintained with his
stakeholders, but also exhibited effective non-verbal communication in the way he would
dedicate much of his time to working for the school (Goodwin, 2015).
The implications of emotional intelligence and effective communication on school leaders are to
be communicative, listen, be empathic, build trust, and be understanding. This task is not
15

16. accomplished by demonstrating these qualities on one occasion, but rather practicing them on a
daily basis (Goodwin, 2015).
One final central feature of an effective leader and communicator is the ability to communicate
through narratives or storytelling. A good leader can help to make sense of the world around his
or her followers by framing it in the context of a story or event. This helps with recognizing and
solving problems, and can make the “bigger picture” more clear (Hackman, 2013, pg. 24).
Stories carry multiple meanings. They mirror strong values, spark inspiration, and can influence
others to participate in the narrative that’s been created (Hackman, 2013, pg. 24).
In this way, leaders can communicate effectively with their followers. They’re able to connect,
build and maintain strong relationships, and bring a sense of belonging to the group.
There are certain categories of stories that leaders can use to help communicate effectively and
achieve goals. Some of those categories such as Communicating who you are, communicating
the brand, fostering collaboration, sharing knowledge, and leading people into the future, allows
a leader to deliver an agenda to his or her staff which everyone can stand behind and be proud to
take part in (Hackman, 2013, pg. 25-28).
3.2 Poor Leadership & Communication
In order to understand suitable leadership, one must also understand bad leadership to learn from
the errors of leaders past (Hackman, 2013). Poor leadership isn’t always a result of ineffective
communication, nor is a poor leader necessarily communicating ineffectively. An unsuitable
leader is still communicating something; the question is typically “what exactly is being
communicated?” If one focuses on the aspect of poor leadership, then it is much clearer to see
how what is being communicated can become misconstrued or produce an ineffective result.
Scholars on leadership agree that a leader should be ethical and serve the common good
16

17. (Hackman, 2013). Yet, one can realize time and again throughout history that some leaders
cannot meet this standard and become “power wielders.” They are driven by harmful motives
that are often personal, and put the needs of themselves before the group (Hackman, 2013).
A professor from Harvard University argues that bad leadership falls into two categories;
ineffective and unethical. The ineffective leaders are not able to realize their imagined goals and
the unethical leaders are unable to differentiate between right and wrong. (Barbara Kellerman,
cited in Hackman, 2013, pg. 17).
There are also a variety of precursors that are characteristics of bad leaders. Some of those
precursors are: selfishness, incompetence, rigidness, corruption, callousness, and in some cases
pure evil (Hackman, 2013, pg. 15-18). Other factors worth noting are Machiavellianism,
cognitive errors, and environmental factors. Firstly, Machiavellianism refers to a trait that
encourages leaders to engage in destructive behavior (Hackman, 2013, pg. 15). This term stems
from the Italian philosopher, Niccolo Machiavelli. Machiavelli stated that political leaders (or
any leader) should maintain a positive image with the public, while using any means possible to
achieve goals. (Hackman, 2013, pg.16). Second, Cognitive errors of leaders denote leaders who
have poor decision-making skills. This can range from the gathering and organizing of
information, deciding how to use information, managing resources, managing tasks, and
communicating information effectively to ones followers (Hackman, 2013, pg. 16). Finally,
environmental factors can be understood as an external influence of bad leadership. Outside
forces can encourage leaders to partake in destructive activities. Some examples of external
forces are; perceived outside threats, pressure from followers, pressure to meet goals,
organizational instability, and organizational climates (Hackman, 2013, pg. 16).
17

18. As mentioned earlier, poor leadership does not connote ineffective communication. Instead, one
can see that there is in fact effective communication occurring, it is simply occurring in a
negative form, from a leader who exhibits poor morals and judgment. The perceptions of those
messages may initially be viewed positively, indicating that the communication objective of the
leader was effective. However, as time goes on perceptions often change and people become
enlightened, which allow them to see the façade disappear, revealing the truth (Hackman, 2013).
4. Conclusion
One can definitively say that there is more that goes into being a strong, influential leader than
simply just effective communication. There are many other factors that are essential to a sound
academic leader or manager. In fact, a case study of 5 primary schools in Alberta, Canada,
indicates a variety of themes that are suggested to be present with every school principal. Some
of those themes are:
• Being Knowledgeable
• Trustworthy and Respectable
• Being Caring and Safe
• Being Disciplined and Decisive
• Acknowledges Family & Community
• Has High Expectations
• Is Aware of Innovations
• Shares Common Vision
• Communicates Well
(Parsons, 2012, pg. 704-707).
18

19. If a school leader is to be successful in his or her position, then effective communication skills
must be a prerequisite for being hired for that position, along with as many qualities,
characteristics, and skills listed above as possible. This is of course critical for an education
institution to have the best possible leadership.
This paper has explored the background on leadership vs. management, various communication
theories, and the chief most qualities that make for effective communicators. Although examples
have been provided from the U.S., and South Africa, its important to note that these qualities can
be considered very contextual, as was distinguished with the difference between perceptions of
high WTC’s in The U.S. and China (Hackman, 2013). Although these are generally considered
strong leadership qualities, not every context or culture values them as much as others. It can be
stated that the discussion throughout this paper mostly pertains to western views on education
leadership and management. It is not to say there is a right or wrong opinion of what is effective
communication in education leadership, but rather to keep the discussion open for other
interpretations to allow for combining perceptions, views, and realities in order to make sense of
the dynamic global society we live in.
Reference List
19

20. Bipath, K. (2008). The emotional intelligence of the principal is essential in the leadership of a
functional school. The International Journal of Learning, 15(10), 57–64.
Bryman, A. (2007). Effective Leadership in Higher Education: A Literature Review. Routledge
Taylor & Francis Group, 32(6), 693–710.
Bush, T. (1995). Theories of Educational Management (2nd). London: Paul Chapman
Publishing Ltd.
Bush, T. (2010). Theories of Educational Leadership and Management (4th ed.). Sage
Publications Limited.
Goleman, D. (1995). Emotional intelligence. New York: Bantam.
Goodwin, B., & Hein, H. (2015a). Communicate in the Ways That Count. Educational
Leadership, 72(7), 82–83. Retrieved fromhttps://ezp.sub.su.se/login?
url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=102241649&site=eds-
live&scope=site
Hackman, M. Z., & Johnson, C. E. (2013). Leadership: A Communication Perspective, Sixth
Edition. Waveland Press.
Halawah, I. (2006). The Relationship Between Effective Communication of High School
Principal and School Climate. Ajman University of Science & Technology, 126.
Leithwood, K. (1995). Effective School District Leadership: Transforming Politics into
Education. SUNY Press.
Littlejohn, S. W. (1989). Theories of Human Communication. Wadsworth.
20

21. Parsons, J., & Beauchamp, L. (2012). Leadership in Effective Elementary Schools: A
Synthesis of Five Case Studies. David Publishing.
Razik, T.., & Swanson, A. D. (2010). Fundamental Concepts of Educational Leadership and
Management (3rd). Allyn & Bacon.
Tomlinson, C. A. (2015). Communication That Powers Leadership. Educational
Leadership, 72(7), 90–91. Retrieved fromhttps://ezp.sub.su.se/login?
url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=102241653&site=eds-
live&scope=site
What is organizational communication? Definition and meaning. (n.d.). Retrieved October 17,
2015, fromhttp://www.businessdictionary.com/definition/organizational-communication.html
Yukl, G.A. (2002) Leadership in Organizations, 5th edn, Upper Saddle River, NJ: Prentice-
Hall.
21