English Abstract
Abstract :
This study was aimed at identifying school administrators' communication skills as perceived by male and female teachers and their relationship with teachers' accomplishment motivation at the intermediate stage in Al-Khobar, Saudi Arabia.
A descriptive method (correlational & comparative) was used. Two instruments were used: School Principals Communication Skills Scale of Nazeeh ba Essa (2002) including 71 items, and Teachers' Accomplishment Motivation Scale of Abdulla Al-Shokani (2006) including 37 items, were used in this study.
Study population included male and female teachers (no-1532) working in public schools at the intermediate stage in Al-Khobar Governorate during the school year 1433-1434. Participants consisted of 513 male and female teachers selected randomly.
It was concluded that:
1. There is a statistically significant correlational relationship at the 0.01 level between the dimensions of accomplishment motivation and school principals' communication skills as perceived by male and female teachers in the total score for communication skills and its verbal, nonverbal dimensions.
2. There are statistically significant differences at the 0.05 level in administrators" communication skills as perceived by male and female teachers in the sample by sex variable in favour of female principals as perceived by female teachers.
3. There are statistically significant differences at the 0.05 level between the mean scores of the sample on Communication Skills Scale as perceived by male and female teachers attributed to experience variable (21-30 years).
4. There are statistically significant differences at the 0.05 level in communication skills of the principals as perceived by male participants by service duration variable with the present administrator in favour of the principals with whom teachers spent more than 6 years.
5. School administrators' verbal and non-verbal communication skills have a predictive ability as perceived by male and female teachers.
Some recommendations are offered. For example, it is necessary to provide appropriate conditions to make communication effective between principals and teachers as well as the conditions which raise teachers' self-efficacy and competence. Moreover, it is important to provide training courses and programs for male and
female school principals about communication models, their significance, and about how to use them with work and relationships to serve the learning-teaching process.
