Communication in any organization is a complex phenomenon. Public schools are people‐centered enterprises in which the primary tasks of teaching and learning are accomplished…
Abstract
Communication in any organization is a complex phenomenon. Public schools are people‐centered enterprises in which the primary tasks of teaching and learning are accomplished verbally. Within each school, the principal is uniquely positioned to regulate these communications activities. The research reported here sought to examine how five school principals managed communications in their schools. Three major questions guided the research. What are the preferred modes and levels of communications activities utilized by principals? What are the major messages communicated through various modes and at different levels by principals? What do the communications activities of individual principals tell us about how principals interpret their leadership role in school, how they set administrative priorities, and how they put their beliefs and values into practice? The findings indicate that the communications activities of school principals are dominated by dyadic interpersonal contacts. The major purpose of these dyadic interpersonal exchanges were maintenance messages which related to policies, procedures, and regulations for organizing, operating and perpetuating the school. As an adaptation to the nature of a principal's work life, each principal demonstrated a pragmatic preference for accomplishing his/her communications through talk even when written messages or other mechanisms for message delivery would have been more efficient. Finally, the principals believed that the success of their communications activities in school was characterized by openness, honesty, high visibility, and the ability and capacity to listen.
Jennifer Rowley, David Butcher and Christopher Turner
An examination of the work of Consumer Advice Centres and of the information sources and support activities that public libraries can offer. CAC's have dealt with pre‐shopping…
Abstract
An examination of the work of Consumer Advice Centres and of the information sources and support activities that public libraries can offer. CAC's have dealt with pre‐shopping advice, education on consumers' rights and complaints about goods and services, advising the client and often obtaining expert assessments. They have drawn on a wide range of information sources including case records, trade literature, contact files and external links. The recent closure of many CAC's has seriously affected the availability of consumer information and advice. Public libraries can make many kinds of information sources more widely available, both to the public and to the agencies now supplying consumer information and advice. Libraries can co‐operate closely with advice agencies through local co‐ordinating committees, shared premises, joint publicity, referral and the sharing of professional expertise.