Effective Leadership Communication in Education

Topic: Aspects of Education
Words: 790 Pages: 3

Eddy and Kirby (2020) note that the level of professionalism of leaders is determined not only by their theoretical and practical preparedness but also by their ability to communicate with their subordinates, that is, personal qualities and abilities to lead people. Authors refer to the communicative abilities of the leader of an educational institution as the following skills: to organize communication, as well as to conduct a conversation, dispute, discussion, debate, business meeting, business game, and negotiations. Moreover, according to Eddy and Kirby (2020), effective leadership communication implies the ability to criticize, prove, refute, compromise, and make comments and suggestions. Equally important are the skills to win people over, relieve stress and distrust on the part of the interlocutors, as well as understand the essence of conflicts and successfully resolve them.

Fitzpatrick (2020) shares POCDICE Theory, the seven key leadership processes that every aspiring and experienced leader must excel at. They are planning, organization, communication, decision-making, influence, coordination, and evaluation (Fitzpatrick, 2020). To effectively perform their activities, leaders must master the science and art of communication; they need knowledge of the basic laws and mechanisms of this process, its structure, and forms. Moreover, they must skillfully use specific techniques for effective interaction and have highly developed communication skills. In the communication process, Fitzpatrick (2020) includes listening skills, convincing subordinates, empathy, speaking in public, written communication, and communication through social networks, websites, and publications. It is about special abilities that ensure the effectiveness of the activities of the three interacting parties – the head of the teaching staff, his subordinates, and the public.

Gigliotti (2020), revealing the problems in education management and ways to solve them, touches on the leadership and leadership of education staff. According to Gigliotti (2020), communication is the DNA of leadership (82). Therefore, communication strategies are especially relevant for overcoming crises in higher education. Gigliotti (2020) considers leadership as a personal characteristic, which assumes the ability to involve people, aim them at the task, provide timely assistance, organize effective cooperation with the team, combining power with high moral standards. Communication permeates all areas of activity of the leader of an educational institution (Gigliotti, 2020). The most common forms of managerial communication, the communication of a leader with a team and its representatives, are a business conversation and a business meeting.

Kullar (2019) notes that the success of a school depends largely on the ability of its leaders to communicate effectively. The author details how to verbally and non-verbally inspire, motivate, and connect with every school community member, from teachers to students and parents. Kullar (2019), describing the portrait of a modern education leader, characterizes the communication process and communication skills of the head of the teaching staff. The researcher refers to the communication skills of the head of the school the ability to effectively interact with senior management, colleagues, teachers, students, and their parents, and provide support. Moreover, Kullar (2019) notes the importance of such skills as analyzing every point of view, managing stress and crises, preventing conflicts, and resolving them effectively.

According to Mieliwocki and Fatheree (2019), each type of communication requires the leader of the teaching staff to have appropriate communication skills. The communicative behavior of the head of the teaching staff is realized in such forms of communicative activities as business conversations, business controversy, business meetings, public speaking, business correspondence, telephone conversations, casual contacts, and conflicts (Mieliwocki and Fatheree, 2019). Moreover, the authors formulated the basic communicative knowledge necessary for the head of the teaching staff. Among them, Mieliwocki and Fatheree (2019) highlight the knowledge of stereotypes, and typical mistakes in assessing the interlocutor’s personality, the features of the formation of the first impression, and techniques of empathy and reflection. Moreover, the authors outlined the significance of communication errors and strategies for avoiding them. Thus, among the main communication mistakes, Mieliwocki and Fatheree (2019) highlight the inability to listen or hear, being on the defensive, being a know-it-all, and withholding important information.

Exploring the concept of leadership, Stamatis and Gkoutziamanis (2020) emphasize that communication skills are a fundamental criterion for achieving effective school leadership. According to Stamatis and Gkoutziamanis (2020), communicative competence has a double meaning. On the one hand, it is an empathic property or empathy. On the other hand, it is knowledge about ways of orientation in various situations and fluency in verbal and non-verbal means of communication. Communication skills can contribute to the school unit’s transformation, which will gradually occur, using excellent interpersonal relationships of cooperation and partnership to achieve common goals (Stamatis & Gkoutziamanis, 2020). According to the authors, the leader of any educational institution should inspire and empower, effectively solve emerging problems and have knowledge of social psychology since working with the human factor is a delicate task.


Eddy, P. & Kirby, E. (2020). Communication: Talking about the walk. In: Leading for tomorrow: A primer for succeeding in higher education leadership (pp. 66-98). Rutgers University Press.

Fitzpatrick, J. E. (2020). POCDICE: The processes of educational leadership. In: Beyond theory and degrees: The alley smarts of educational leadership (pp. 17-33). Rowman & Littlefield Publishers.

Gigliotti, R.A. (2020). Centrality of communication in the theory and practice of crisis leadership. In: Crisis leadership in higher education: Theory and practice (pp. 80-103). Rutgers University Press.

Kullar, J. K. (2019). Connecting through leadership: The promise of precise and effective communication in schools. Solution Tree Press.

Mieliwocki, R. & Fatheree, J. (2019). Building bridges: Using communication channels to strengthen ties, create networks, and sustain relationships. In: Adventures in teacher leadership: Pathways, strategies, and inspiration for every teacher (pp. 5-29). ASCD.

Stamatis, P.J., & Gkoutziamanis, G.A. (2020). Communication competence as fundamental aspect for effective school leadership and administration achieving: A synoptic theoretical approach. European Journal of Education Studies, 7(11), 19-31. Web.

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