The relationship between organizational communication at high schools and organizational identifications of teachers

The administrators and teachers working at education institutions have become subjects for the research carried out to increase service quality of education institutions, the leading organisations society. That increasing their pleasure of being with their institutions, and strengthening their state of belonging to their profession and institutions and their identification with their institutions has gained more importance. The workers identified with their institutions will try much more for progress of their institution and also they will absorb the challenges the institution faces and so try to handle much more.The goal of this study is to determine the relation between the organisational communication and the organisational identification the administrators and teachers have. Additionally, the goal is to determine the relativity of this relation with gender, service span and branch independent variable.The research is a descriptive study in which the scanning model is used. The official high schools in Ankara Centrum constitute the universe of the research. All the teachers at these schools chosen by using random cluster sample from each district of Ankara constitute the sample of the research.The data gathering device used in the research consists two chapters. First one is composed of personal information, and the second one is composed of two polls planned as quintet likert scale. The first poll is composed of 34 entries planned to determine the organisational communication level, and the second scale is composed of 25 entries planned to determine the organisational identification level. The data gathering device has been carried out on 520 teachers working in 2009-2010 school year in Ankara Centrum. The results have been evaluated by using SPSS 18.0 (PASW 18.0) programme.According to the results, to high school teachers? mind, there is a positive relation between organisational identification and organisational communication. That ?the administrators? and teachers? attitude and behaviour? lower dimension and ?the introduction given to teachers by the administrators about the duty definition? lower dimension of organisational communication affect the most the organisational identification level can be said.To increase the education quality, to bring up beneficial persons for society, we should increase the communication of teachers in institutions. We should provide them with being part of education and instruction. Moreover, we should give chance to young teachers to work with experienced teachers on the same project, so that they can share their own experiences. Thus, we should ensure their identification with their institutions by increasing pleasure of belonging.Key Words: Organisational communication, organisational identification.