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No time to talk! Teachers’ perceptions of organizational communication: Context and climate

Schad, Elinor LU (2019) In Educational Management, Administration & Leadership 47(3). p.421-442
Abstract
Teachers’ perceptions of organizational communication were assessed using a tailored questionnaire, sampling 401 primary and lower secondary school teachers from two municipalities in Sweden. Overall, the teachers were satisfied with the workplace communication climate, the communication structure, and collegial communication; however, a lack of time for communication was reported. Using a job demands–resource framework and hierarchical linear regression, the organizational communication variables were shown to predict job satisfaction even when controlling for relevant work environment indicators. In total, the model predicted 49.2% of the variance in job satisfaction. It is argued that school leaders should focus primarily both on... (More)
Teachers’ perceptions of organizational communication were assessed using a tailored questionnaire, sampling 401 primary and lower secondary school teachers from two municipalities in Sweden. Overall, the teachers were satisfied with the workplace communication climate, the communication structure, and collegial communication; however, a lack of time for communication was reported. Using a job demands–resource framework and hierarchical linear regression, the organizational communication variables were shown to predict job satisfaction even when controlling for relevant work environment indicators. In total, the model predicted 49.2% of the variance in job satisfaction. It is argued that school leaders should focus primarily both on providing opportunities for collegial interactions and working actively to improve the communication climate in schools. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
communication climate, job demands–resource model, job satisfaction, organizational communication, Sweden, teacher, time
in
Educational Management, Administration & Leadership
volume
47
issue
3
pages
21 pages
publisher
SAGE Publications Inc.
external identifiers
  • scopus:85064009443
ISSN
1741-1432
DOI
10.1177/1741143217739358
language
English
LU publication?
no
id
7d51b2bd-13b1-47e5-95c7-0078f2addca1
date added to LUP
2017-09-15 11:32:17
date last changed
2019-05-27 17:30:52
@article{7d51b2bd-13b1-47e5-95c7-0078f2addca1,
  abstract     = {Teachers’ perceptions of organizational communication were assessed using a tailored questionnaire, sampling 401 primary and lower secondary school teachers from two municipalities in Sweden. Overall, the teachers were satisfied with the workplace communication climate, the communication structure, and collegial communication; however, a lack of time for communication was reported. Using a job demands–resource framework and hierarchical linear regression, the organizational communication variables were shown to predict job satisfaction even when controlling for relevant work environment indicators. In total, the model predicted 49.2% of the variance in job satisfaction. It is argued that school leaders should focus primarily both on providing opportunities for collegial interactions and working actively to improve the communication climate in schools.},
  author       = {Schad, Elinor},
  issn         = {1741-1432},
  keyword      = {communication climate, job demands–resource model,job satisfaction,organizational communication,Sweden,teacher,time},
  language     = {eng},
  number       = {3},
  pages        = {421--442},
  publisher    = {SAGE Publications Inc.},
  series       = {Educational Management, Administration & Leadership},
  title        = {No time to talk! Teachers’ perceptions of organizational communication: Context and climate},
  url          = {http://dx.doi.org/10.1177/1741143217739358},
  volume       = {47},
  year         = {2019},
}