Primary school director communicative competence and their behaviour constituting obstacles to their communicating with primary teachers in primary - education schools

The general aim of this research is to reveal the communicative competence and their behavior constituting obstacles to their communicating primary school directors with primary teachers in primary-education schools, founded prior to the act of law (4306), in the towns and center of Çanakkale, In order to realize this goal, the communicative process and all the elements in this process were dealt with in their various aspects. The communicative qualification of the primary-education directors, as a source of communication, were determined by resorting to their own and teachers' viewpoints. Besides, the qualification as a source of communication, of the primary-education directors was investigated by taking teachers' views into consideration in respect of their sex, educational status and seniority variables. A survey model was used in the research. Review of the literatüre was made by the researcher and by taking specialists' viewpoints into consideration, a mesurement survey was developed in accordance with the aim of the research. The data obtained via a questionnaire were analysed with the techniques of percentage, frequency, average, standart divergence, t-test and variation analysis. In the reserach, all 34 head-masters and 410 teachers employed in primary-education schools participated in this survey. In regard to sex variation, when the teachers found the primary education directors quite satisfactory as a source of communication, it was observed that the results oft-test also confirmed this finding. Significant differences were found between primary school directors and primary teachers attitutes and behaviour according to the results of the variance analysis concerning the dimensions of" determining the objektives vocational status in selecting and useing the channel, educational status in arranging and transfering the message, as a source of communication in the communication process, and cornerning the behaviours constituting obstacles to communication, related to strengthening the autority, concealing the information from teachers resorting to the authority, when messages are not carried out, using formal channels and not being able to understand the importance of informal channels.