Teachers 'views on the secondary school headmasters' communication competences

The main purpose of this study is to define the teachers' views on the communication skills of schools headmasters, working in secondary schools in Usak province. The population of the research- which was conducted using the quantitative method- was composed of the 18 high schools located in the Central District of Usak province, 820 teachers working in these schools during the 2014-2015 academic years. The research sample was not composed from the related population but the questionnaire was applied to all teachers in the population of the research. The scales of 301 teachers of the distributed scales were assessed. The data were collected through the "Scale of Secondary Scools Headmasters' Communication Competences", which was adapted by Topluer (2008). In the analyses of research data as well as descriptive statistic, t-test, one way variance analysis (ANOVA) and Turkey significance test was used. The data was analyzed by SPSS (Statistical Package for Social Sciences) 17.0 package program. The findings show that when it is assessed by the teachers, school headmasters' frequently show their communication competences in positive ways. It was found that in all sub levels – Understanding and Empathy, social comfort and supporting- school headmasters' teachers assessed headmasters' communication competences in "mostly" level. Furthermore, according to this study, teachers' seniority durations and genders have no significant effects on any of the sub levels of communication competences. On the other word, teachers' genders and seniority durations don't affect the views of the teachers about their headmasters' communication competences. On the other side, age variable has significant effects on the teachers' views about school headmasters' communication competences, especially on the "Understanding and Empathy, Supporting" sub levels. Moreover, according to teachers, school headmasters' communication competences are enough in all sub levels. Except for "Supporting" sub level, there are significant differences between other sub groups – Understanding and Empathy, Social Comfort- in terms of number of teachers in the school. Also, in terms of number of student in the school, except for "Supporting" sub level, in other sub levels, there are differences among the teachers' views about school headmasters' communication competences.