OKUL YÖNETİCİLERİNİN İLETİŞİM BECERİLERİNİN İNCELENMESİ

Abstract

This study examines the effects of school administrators’ communication skills on teacher motivation, school functioning, school climate, teachers’ job satisfaction, and performance. The research was conducted within the qualitative research paradigm using a phenomenological design. The study group consists of 15 school administrators enrolled in TÜRTEP during the 2025–2026 academic year, selected through maximum variation sampling to ensure diversity in age, gender, and professional experience. Data were collected through a demographic information form and a semi-structured interview form administered online. The collected data were analyzed using descriptive analysis and content analysis techniques, and direct quotations from participants were included to support the findings. The results indicate that school administrators’ open, transparent, and feedback-oriented communication practices enhance teacher motivation, improve the overall functioning of schools, and contribute to the development of a trust-based school climate. In addition, administrators’ communication styles were found to have a significant impact on teachers’ job satisfaction and performance. Time constraints and heavy workload emerged as major challenges affecting effective communication processes. The findings highlight that communication skills should be regarded as a strategic competency in school administration and systematically developed within educational organizations.

Keywords: School administrator, communication skills, teacher motivation, school climate, qualitative research.