Communication competences of school administrators according to the perceptions of teachers working at secondary education institutions (the case of Duzce)

The objective of this study is to determine the communication competence levels of school administrators according to the perceptions of the teachers working at secondary education institutions. Within the framework of this objective, descriptive survey model was used. The population of the study is comprised 1159 teachers working at the official secondary education institutions of the Ministry of National Education in the central district and other districts of Düzce in 2020/2021 academic year. 329 teachers were reached during the research process and no sample was taken from the population. Personal Information Form and Communication Competence Scale, which was adapted into Turkish by Topluer (2008), the data collection tool; and SPSS 20.0 software was used to analyze the data. According to the results obtained from the first sub-problem of the research, teachers evaluated communication competencies in the sub-dimensions of "support, empathy, social comfort" and in the total scale, the school principals' were evaluated in the "most of the time" category. According to the results obtained from the first sub-problem of the research, the teachers evaluated their school principals' in the category of mostly within the communication competence sub-dimensions of the total sample. They reported their perceptions that their school administrators have high level of communication competences. According to the perceptions of the teachers, the communication competences of the school administrators reached the highest arithmetic mean in the sub-dimension of support, and the lowest arithmetic mean in the dimension of social comfort. According to the results obtained from the second sub-problem of the research, communication competences were determined not to differ significantly within all dimensions and scale according to gender, marital status, educational status, age, seniority, and place of duty variables of teacher perceptions. Communication competences were found out to differ significantly within all sub-dimensions and scale according to "working time with principals' and school type variables" of teacher perceptions.