Structural prerequisites for principals' and teachers' communication about teaching and learning issues

Abstract

The common view of a successful school includes a visible principal who communicates frequently about the school's pedagogical tasks, teaching and learning. In this article, a study about principals' communication with their teachers is presented. Twenty-four Swedish secondary schools are divided into four groups depending on how they meet academic and social objectives. Questionnaires about teachers' and principals' views on the structural aspects of the communication process and regarding teaching and learning issues were analysed. Principals in the successful schools used communication in a more multidimensional way and communicated more often about issues related to pedagogical tasks. However, principals in all schools conducted few classroom visits and rarely gave teachers feedback. Even though all principals attended many meetings, the organizational structures did not support communication about teaching and learning issues and student outcomes, which indicates a widespread weakness in pedagogical leadership.