The effect of school principals' management styles on informal communication in schools: A mixed method study

This study aims to examine the impact of school principals' management styles on informal communication in schools based on teachers' views. A convergent parallel mixed design was used in the study. The research focused on teachers employed in the Çankaya district of Ankara province. Data were gathered through quantitative research from 424 teachers selected using the cluster sampling method, and through qualitative research from 18 teachers chosen using the maximum diversity sampling method. Quantitative data were collected using the Personal Information Form, the Manager's Perceived Management Style Scale, and the Informal Communication Scale. Qualitative data were gathered through a Semi-Structured Interview Form. Descriptive analysis and multiple linear regression analysis were conducted for quantitative data analysis, while descriptive and content analysis were performed for qualitative data analysis. In the quantitative section of the research, teachers' perceptions of school principals' management styles were ranked from high to low as Collaborative, Authoritarian, Resistant, and Indifferent management styles. In the quantitative section of the research, teachers' perceptions of the dimensions of informal communication in schools were determined from high to low as Enjoyment, Information, Friendship, and Influence. In the qualitative section of the research, it was determined that teachers emphasized the dimensions of Friendship, Information, Enjoyment, and Influence in their views on informal communication in schools. In both the quantitative and qualitative sections of the research, it was established that Collaborative and Authoritarian management styles influence informal communication in schools. Additionally, it was found in both sections that Collaborative and Authoritarian management styles impact the dimension of Friendship, as well as the dimension of Enjoyment. Moreover, in the quantitative section of the research, it was observed that Collaborative, Authoritarian, and Resistant management style variables are significant predictors of the dimension of Influence in informal communication in schools. In the qualitative section of the research, it was discovered that only the Indifferent management style affects the dimension of Influence. Additionally, it was determined in both the quantitative and qualitative sections of the research that the Collaborative management style affects the dimension of Information. When the research results were evaluated overall, it was concluded that the findings obtained from the quantitative and qualitative sections of the research were partially consistent.