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ERIC Number: EJ1055126
Record Type: Journal
Publication Date: 2014-Oct
Pages: 7
Abstractor: As Provided
ISSN: ISSN-2324-805X
Hear What Employees Are Not Saying: A Review of Literature
Gonzales, Melissa
Journal of Education and Training Studies, v2 n4 p119-125 Oct 2014
A once organized, effective and, creative school teacher goes from "Teacher of the Year" candidate to an employee in need of improvement, without any notice of decline. The discouraged teacher begins to struggle with working relationships, schedules, and communication with students, parents, and colleagues. Why did the teacher never ask for help and how did the downfall go unnoticed? Added stressors, raised expectations and communication climate are variables worth noting as districts consider developing support systems and avenues of communication for teachers. The open door policy is convincing only if teachers feel safe and encouraged to discuss concerns, interests or suggestions. Organizations acknowledge communication issues cause problems, but the limited understanding about relationships and interactions between managers and employees remains (Lukaszewski, 2006). This manuscript reviews research-based knowledge regarding employee/organizational communication. Particular attention is given to internal communications and existing support systems within school districts available to teachers. The topic is defined and internal organizational and campus communication is summarized. Benefits of open communication are considered, followed by a brief description of open communication theories, models and approaches. Roles of administrators, including barriers and ramifications of ineffective communication climates within organizations and campuses are discussed. The literature review concludes with views pertaining to measurements of communication performance initiatives.
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Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A