Educators’ perceptions of the influence of administrative communication on effective teaching in a selected school in South Africa

Abstract

The paper examines the educators’ perceptions of the influence of administrative communication on effective teaching in a selected school in South Africa. The paper adopted a case study research design of a qualitative research approach. Purposive sampling techniques were used to determine eight (8) participants that, comprises of 4 (four) educators and 4 (four) principals of some selected public schools in Buffalo City Metropolitan.  A semi-structured interview was used to elicit information from the participants. The findings indicated that administrative communication influences educators’ task performance and communication is revealed to influence the attainment of goals and school objectives. Also, the principals use different communication channels according to the skills of their educators to make valuable decisions. Educators performed better when they have a sense of belonging and receive constant communication from the principal. It is, however, recommended that the principals should endeavour to understand the type of communication skills possessed by the educators so that such skills will be used constantly to promote effective teaching.