CHAPTER 12

Communication in Schools

W. K. Hoy 2003, 2008, 2011

Communication in Schools
FourCaveatsforEducationalAdministrators

Communicationisdifficulttoisolatefromother
administrativeprocesses.

Notallschoolproblemsinvolvemiscommunication.

Communicationreveals,hides,andeliminates
problems.

Communicationisaprocessthatevokesactionbut
isfarfromthesubstanceofgoodadministration.

W. K. Hoy 2003, 2008, 2011

Communication in Schools
KeyTerms

Communicationsharingideasorattitudesinwaysthatproduceadegreeof
understandingbetweentwoormorepeople.

Messagetheverbalornonverbalcuesorsymbolsthateachcommunicatorconveys.

Channelthevehicle,medium,orforminwhichamessagetravels.

Senderthepersonorgeneralizedsourcesendingamessage

Receiverthedestinationofthemessageortheindividualordeciphersit.

Transmissiontheactualsendingandreceivingofmessagesthroughdesignated
channelsormedia.

Encodingusingcognitivestructuresandprocessestoconverttheintendedmessage
intosymbolicformbythesender.

Decodingusingcognitivestructuresandprocessestoretranslatethemessagebythe
receiver.

Feedbackthemessagesentinresponsetotheinitialmessage;informationthat
enablescorrections(Ch.1).

Communicationeffectstheoutcomesofthemessageexchangeprocess.

W.K.Hoy2003,2008,2011

Communication in Schools
GeneralModelofCommunication
Sender

(source,
speaker,
communicator)

Encoding

Message
InChannel

Feedback

W.K.Hoy2003,2008,2011

Receiver

Decoding

(reader,
listener,
communicator)

Communication in Schools
Onewaycommunication

Unilateralinitiatedbythesenderandterminatedbythereceiver
Commonexamplesinschools
Classroomlecture
Exhortationbytheprincipal
PAannouncements
Administrativedirective
Advantages
Emphasizestheskillsofthesenderandencourages

administratorsandteacherstothinkthrough,accurately
articulate,andprovideclaritytotheirideas
Implystronglinkagesbetweencommunicationbehaviorand
action
W.K.Hoy2003,2008,2011

Communication in Schools
Twowaycommunication

Reciprocalallparticipantsintheprocessinitiateandreceivemessages
Commonformsinschools

Conversation
Inquiry
Debate
Instruction(SocraticMethod)

W.K.Hoy2003,2008,2011

Communication in Schools
IndividualCommunicationCompetence

SendingSkills
Useappropriatedirectlanguage

Avoidjargonandcomplexconcepts

Informationmustbeclearandcomplete
Buildonorreorganizereceiverscognitiveschema

Minimizenoisefromthephysicalorpsychological
environment
Usemultipleandappropriatechannelsofmedia
Usefacetofacecommunicationandredundancywhen
communicatingcomplexmessages

W.K.Hoy2003,2008,2011

Public Speaking: Some Principles

1. Be confident: Avoid hesitant and uncertain speech; it
2.
3.
4.
5.
6.
7.
8.

communicates doubt.
Be direct: Get to the point without excuses.
Speak quickly: A rapid pace of speech is functional.
Pronounce your consonants: Pronunciation is important
in conveying status, respect, and confidence.
Use sophisticated speech: Refined vocabulary
communicates status.
Use Standard English: Slang and street language
undermine respect, status, as well as the message.
Speak up: Talking is an expectation of authority figures; in
fact, it is a necessary condition for status.
Dominate: Be aggressive in your speech; your goal should
be to communicate.

W.K.Hoy2003,2008,2011

Communication in Schools
IndividualCommunicationCompetence

ReceivingSkills(ListeningSkills)
Attending

Eyecontact,receptivebodylanguage,focus

Questioning
Encouraging

Verbalandnonverbalcues

Paraphrasing
Reflectingfeeling
Summarizing

W.K.Hoy2003,2008,2011

Communication in Schools
IndividualCommunicationCompetence

FeedbackSkillsSendingandreceivingskillsthatconveyknowledgeof
resultsoreffectsofpreviouscommunicationsandbehaviors.
Canbeverbalornonverbal

Askingquestioning,describingbehavior,paraphrasing

Informationshouldbehelpfultotherecipient

Specificratherthangeneral
Recentratherthanold
Directedtowardbehaviorthepersoncouldchange
Timely,themoreimmediatethebetter

W.K.Hoy2003,2008,2011

Communication in Schools
ChannelsofCommunication

Verbalsymbols
Humanspeechdirect,facetofaceconversationorelectronicexchangesvia
telephone,radio,television,videoconferencing
Writtenmediamemos,letters,faxes,electronicmailandbulletinboards,
instantmessaging,newspapers.
Nonverbalsymbols
Bodylanguageorgesturesfacialexpressions,posture,handandarm
movements
Physicalitemsorartifactswithsymbolicvalueofficefurnishings,clothing,
andjewelry
SpaceTerritorialityandpersonalspace
Touchingandhugging
Time
Intonation,accents,pitch,intensity,rateofspeech

W.K.Hoy2003,2008,2011

Communication in Schools
SourcesinCommunicationProcesses:Sendersand
Receivers

Credibility

Believability,identityandreputationofthesender
Sendersexpertnessandtrustworthiness
Trustandconfidencethereceiverhasinthewordsandactionsofthe
sender

CognitiveCapacities

Psychologicalcharacteristicslimitindividualcommunication
Communicationskills
Knowledgeofsubject
Personality
Motivationfactors(attitudes,values,interests,expectations)
W.K.Hoy2003,2008,2011

Communication in Schools
CommunicatinginContext

NoiseContextual,physical,cultural,environmentaldistractionsthat
interferewiththecommunicationprocess

Examplesinschools
Closedorganizationalclimates
Punishmentcenteredbureaucraticstructures
Culturalorgenderdifferences
Authoritarianleadership
Teachermilitancy
Demographicprejudice
Outdatedorobscuretechnology

W.K.Hoy2003,2008,2011

Communication in Schools
Information

Does the language or symbols convey the information?

Can it be understood by both sender and receiver?
What is the content and effect of the communication?

Communicators

Who is speaking to whom?

What roles do they occupy?

Media

What methods/media are being used?

Context

What is the context in which the communication is taking

place?
What factors are creating noise that might block or distort
the message?

W.K.Hoy2003,2008,2011

Communication in Schools
OrganizationalPerspectivesofCommunication
Communicationnetworksmethods,vehicles,orformsamessage
travelsinorganizations.
FormalChannels
Methodssanctionedbytheorganization
Relatedtoorganizationalgoals
InformalChannels
Grapevines
Directionallyverticalorhorizontal
OneorTwoway

W.K.Hoy2003,2008,2011

Communication in Schools
Types of roles in communication networks

Person 1

Person 2

Person A
Person 4

Person 3

Person A in Star Role

W.K.Hoy2003,2008,2011

Communication in Schools
Types of roles in communication networks

Person 1

Person 2

Isolate
Person B
Person 4

Person 3

Person A in Isolate Role

W.K.Hoy2003,2008,2011

Communication in Schools
Types of roles in communication networks
Person 1

Group I

Group II

Person 2

Person A
Person 4

Person 3

Person A in Bridge Role

W.K.Hoy2003,2008,2011

Communication in Schools
Types of roles in communication networks

Person A

Group I

Group II

Person A in Liaison Role

W.K.Hoy2003,2008,2011

Communication in Schools
Formalcommunicationnetworks

Channelsofcommunicationmustbeknown
Channelsmustlinkeverymemberoftheorganization
Linesofcommunicationmustbeadirectandshortaspossible
Thecompletenetworkofcommunicationistypicallyused
Everycommunicationisauthenticatedasbeingfromthecorrectperson
occupyingthepositionandwithinhisorherauthoritytoissuethemessage

W.K.Hoy2003,2008,2011

Communication in Schools
Threecharacteristicsofschoolscriticaltoformal
communicationnetworks
Centralization
Thedegreetowhichauthorityisnotdelegatedbutconcentratedinasingle
sourceinanorganization
Shape
Thenumberofhierarchicallevelsortallnessv.flatnessofthe
organization
Technology
Ascommunicationtechnologybecomesmoresophisticated,itsusewill
dramaticallyaltercommunicationinbothformalandinformalnetworks

W.K.Hoy2003,2008,2011

Communication in Schools
Informalcommunicationnetworks
Advantagesofthegrapevine
Activeinformalnetworksareindicativeofaschoolsculture
andprovidevitalfeedbacktoleaders
Informalchannelsmaysatisfysocialoraffiliationneedsnot
metbyformalchannels
Grapevinesfillaninformationvoidandprovideoutletswhen
formalinformationchannelsareclogged
Informalnetworksprovidemeaningforactivitieswithinthe
school

W.K.Hoy2003,2008,2011

Communication in Schools
Directionalchainofcommand
Fivetypesofcommunicationfromsuperiortosubordinate
(Downward)
Instructionsaboutspecifictasks
Rationaleaboutwhythetaskneedstobedoneandhowit

relatestoothertasks
Informationaboutorganizationalproceduresandpractices
Feedbackabouttheperformancelevelsofindividuals
Informationregardingtheorganizationsgoals

W.K.Hoy2003,2008,2011

Communication in Schools
Directionalchainofcommand
Fourtypesofcommunicationfromlowertoupperlevels
ofhierarchy(Upward)

Routineoperationalmessages
Reportsonproblems
Suggestionsforimprovement
Informationonhowsubordinatesfeelabouteachotherand
thejob

W.K.Hoy2003,2008,2011

Practical Imperatives

Use multiple communication strategies to enhance

understanding: Not everyone learns the same way.
Ensure that verbal and nonverbal communications are
consistent: Limit communication confusion.
Develop ways to verify understandings of
communications: Communicating is not the same as
understanding.
Use the grapevine to assess potential reactions to
communications: Informal communication is usually more
authentic than formal communication.
Encourage questions and restatements of messages to
reduce ambiguity: Clarity comes from persistence and
redundancy.
Check for understanding: Use feedback techniques to
ensure that all parties have the same understanding.

W.K.Hoy2003,2008,2011

Practical Imperatives

Follow oral communications with written summaries of

understanding: Clarity and redundancy avoid
misunderstandings.
Complement the formal communication network with the
informal: Informal networks are more authentic.
Use richer media (e.g. one-to-one interactions) as content
becomes more complex and ambiguous: Complexity
requires clarity.
Clarify your communication so as to reduce noise (e. g.
extraneous information): Clarity is crucial to understanding.
Enhance you repertoire of communication skills and
strategies: Different people and situations require a variety
of communication strategies.

W.K.Hoy2003,2008,2011