No time to talk! Teachers' perception of workplace communication

Elinor Schad

Abstract

Teachers’ perception of organizational communication was assessed with a tailored questionnaire sampling 401 primary and lower secondary school teachers from two municipalities in Sweden (response rate 61 %). Overall, the teachers were satisfied with the workplace communication climate, the communication structure, and collegial communication, while time for communication, was reported deficient. Utilizing 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 predicts 49.2 % of the variance in job satisfaction. School leaders should preferably focus both on providing opportunities for collegial interactions and actively work to improve the communication climate in schools.

Original language	English
Publication status	Published - 2017 Jul 20
Event	39th Annual Conference of the International School Psychology Association: "Supporting Vulnerable Children and Young People in an Uncertain World" - Manchester, United Kingdom Duration: 2017 Jul 19 → 2017 Jul 22

Conference

Conference	39th Annual Conference of the International School Psychology Association
Country/Territory	United Kingdom
City	Manchester
Period	2017/07/19 → 2017/07/22

Subject classification (UKÄ)

Psychology

Free keywords

organizational communication
educational psychology
school psychology

Cite this

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title = "No time to talk! Teachers' perception of workplace communication",

abstract = "Teachers{\textquoteright} perception of organizational communication was assessed with a tailored questionnaire sampling 401 primary and lower secondary school teachers from two municipalities in Sweden (response rate 61 %). Overall, the teachers were satisfied with the workplace communication climate, the communication structure, and collegial communication, while time for communication, was reported deficient. Utilizing 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 predicts 49.2 % of the variance in job satisfaction. School leaders should preferably focus both on providing opportunities for collegial interactions and actively work to improve the communication climate in schools.",

keywords = "organizational communication, educational psychology, school psychology",

author = "Elinor Schad",

year = "2017",

month = jul,

day = "20",

language = "English",

note = "39th Annual Conference of the International School Psychology Association : {"}Supporting Vulnerable Children and Young People in an Uncertain World{"} ; Conference date: 19-07-2017 Through 22-07-2017",

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TY - CONF

T1 - No time to talk! Teachers' perception of workplace communication

AU - Schad, Elinor

PY - 2017/7/20

Y1 - 2017/7/20

N2 - Teachers’ perception of organizational communication was assessed with a tailored questionnaire sampling 401 primary and lower secondary school teachers from two municipalities in Sweden (response rate 61 %). Overall, the teachers were satisfied with the workplace communication climate, the communication structure, and collegial communication, while time for communication, was reported deficient. Utilizing 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 predicts 49.2 % of the variance in job satisfaction. School leaders should preferably focus both on providing opportunities for collegial interactions and actively work to improve the communication climate in schools.

AB - Teachers’ perception of organizational communication was assessed with a tailored questionnaire sampling 401 primary and lower secondary school teachers from two municipalities in Sweden (response rate 61 %). Overall, the teachers were satisfied with the workplace communication climate, the communication structure, and collegial communication, while time for communication, was reported deficient. Utilizing 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 predicts 49.2 % of the variance in job satisfaction. School leaders should preferably focus both on providing opportunities for collegial interactions and actively work to improve the communication climate in schools.

KW - organizational communication

KW - educational psychology

KW - school psychology

M3 - Abstract

T2 - 39th Annual Conference of the International School Psychology Association

Y2 - 19 July 2017 through 22 July 2017