SCHOOL OF POST GRADUATE STUDIES

IGNATIUS AJURU UNIVERSITY OF EDUCATION

P.M.B 5047, RUMUOLUMENI,

PORT HARCOURT

ASSIGNMENT

ON

COMMUNICATION IN SCHOOL

BY

DEO, EBITARI MEMBER

DEPARTMENT: EDUCATIONAL MANAGEMENT

OPTION: EDUCATIONAL ADMINISTRATION

COURSE TITLE: THEORY OF EDUCATIONAL ADMINISTRATION

COURSE CODE: EDM 903

COURSE LECTURER: PROF. OKAH ROBERT I.

PROGRAMME TYPE: PhD

MARCH, 2023

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 Abstract

This paper discusses Communication in School; communication is the blood vessel or life-wire

of every successive and sustainable schools. The success of any school to a large extent depends

on efficient and effective communication and its main purpose is to effect change to influence

action. The paper succinctly constitutes of the following headings: Meaning of

Communication, Attributes of Communication, Elements of Communication Process,

Channels/Types of Communication, Levels of Communication, Purpose of Communication in

School, Communication Flow in School Organization, Communication and the Teaching and

Learning Process, Barriers to Effective Communication in School and Overcoming

Communication Barriers in School. The paper likewise made some obvious and outstanding

suggestions that would stimulate the school administrators in enhancing a good communication

system in school.

Key Words: Communication

Introduction

It is obvious that communication is an integral part of one’s life. In fact, society cannot survive

in the absence of communication. Communication is as old as human and a blood vessel in any

organization. The success of any school to a large extent depends on efficient and effective

communication and its main purpose is to effect change to influence action. In any organization

the main problems is of maintaining effective communication process.

The management problem generally results in poor communication. Serious mistakes are made

because orders are misunderstood. Communication applies to all phases of managing, it is

particularly important in the function of leading. Every organization, including the school

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system, requires interaction of the various personnel that exist within the organization for the

purpose of achieving the organizational goals (Azu, 2009). Individual understanding and

knowledge of how the organization plans to achieve its goal and what role the organization

expect him to play is very important. The opinion of the individual and his contribution will

depend on the effectiveness of the communication system. Therefore, the primary function of

communication is to influence the behavior to the extent of conditioning it for the attainment of

organizational goals. Effective management is measured by the level and extent communication.

This is because effective communication involves feedback which enables principals to correct

their action, and through this effectiveness is achieved.

Succinctly, it has become very important that good communication exists between and within the

school system since it ensures linkage that creates learning by reducing suspicions and doubt

regarding the work. The way the principals transmits his information, knowledge, thoughts and

feelings determines his administrative competence, effectiveness and the learning outcome

(Nakpodia, 2006). This paper aimed at to explore or overview “Communication in School”

Meaning of Communication

The root word “communication” has been derived from the Latin word ‘communicare’, which

means to share, or to make common. Communication in its broadest sense can be seen as the

process of sending and receiving messages. Involves the transmission of information or

messages from senders to receivers. Basically any act, which seeks to impact, conveys of

exchanging ideas and knowledge whether by speech, writing, signs or any other medium can be

seen as communication.

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Anuj (2021), communication is a process of sharing or exchange of ideas, information,

knowledge, attitude, or feeling among two or more persons through certain signs and symbols.

Onuebunwa cited in Venila (2022), communication is a process of information exchange

between two or more persons or organizations. Thompson cited in Adrien (2021) emphasizes

that communication may take place between individuals or organizations and that the process

modifies the behaviour of both the sender and the receiver. In other words, there is usually a

purpose in communication although not all communicators are always conscious of this purpose.

The ultimate aim of communication seems to be the promotion of understanding through the

supply and receipt of the right information. In defining communication, some authors emphasize

this issue of purpose in their definitions of communication. Okwo cited in Adeyinka (2020), for

example defined communication as:

"an interactive process involving the design of ideas , messages , information

or data and their dissemination in an attempt to effect a change in a person's

behaviour or to persuade him to act in a particular or predetermined manner "

Assuzu cited in Patrick (2021) defined communication as" a process that involves a shared code

or codes or verbal and nonverbal symbols. “This means that the message to be communicated

has to use a code or set of codes (Language) which makes meaning for both the sender and the

receiver. Communication to be effective, the codes or set of codes with which the message is

sent must be common to the experiential background of the sender and receiver and includes

both cultural and educational background.

Attributes of Communication

Nemine cited in Venila (2022) identify some attributes of communication are as follows;

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1) It is a process which is made up of different identifiable components e.g. speaker, message,

receiver etc.

2) The process of communication is dynamic. It could be oral, written etc.

3) It is interactive, involving continuous interaction between the sender and the receiver.

4) The message to be communicated has to appropriately encoded for it to be successfully

decoded by the receiver e.g. to give proper interpretation to the message.

5) There is always a purpose in communication. The purpose of communication may be;

persuasive, educative, informative, entertaining, etc.

Elements of Communication Process

The shift in communication technology over time changed the very process of communication in

various ways, adding new elements or skipping the existing ones. A clear understanding of the

elements of the communication process is essential to know what happens in the communication

process in various contexts. Anuj (2021) identify the following elements inevitable in a

communication process. They are:

1. Sender
2. Message
3. Channel
4. Receiver
5. Feedback
6. Noise
7. Context
8. Effect

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1. Sender

The sender or source may be an individual (speaking, writing, drawing, gesturing), or a

communication organization (a newspaper, publishing house, television station, or a motion

picture studio). The sender may use oral, written, graphic signs or symbols to convey the

message. The communication skills, attitudes, and convictions, the knowledge of the content,

objectives, socio-cultural milieu, etc. of the sender have an impact on the effectiveness of

communication.

A sender decides and encodes his ideas into a message. Encoding is the process of transferring

ideas into the form of signals or messages and then transmits them through a channel. For

example, a writer first decides the topic for his article, he then encodes it into a language (the

text) and finally transmits it by writing the content.

2. Message

The message is anything that is sent or received through the sensory channels in a

communication process. They can be verbal and non-verbal. Verbal messages are the written or

spoken words in a language. Non-verbal messages can be the dress code, gestures, posters, tone

and pitch variations of sound, color, and space.

3. Channel

Channel is the medium that carries the message from a sender to receiver. In a face-to-face

situation, the air is the channel. The air carries sound waves from the sender’s mouth to the ears

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of the receivers. In mass communication, the mass media like newspapers, radio, and television

work as channels.

4. Receiver

The receiver is the actual recipient of messages in a communication process. After receiving the

message he decodes the message. Decoding is the process of interpreting the message sent by the

source. Through decoding the meaning of the message is created in the mind of the receiver.

5. Feedback

Feedback is the response to the sender’s message by the receiver. After interpreting the meaning

of a message, the receiver encodes his response into another message. Then it is sent to the

sender through a medium. For example, in a classroom, students raise doubts or nod their heads

in agreement with what the teacher had already communicated to them. The act of accessing

one’s own message is self-feedback. That is, a speaker hears his own words as he speaks.

6. Noise

Noise in communication refers to anything that distorts or interferes with the message. Noise

occurs in all forms of communication. They are also called barriers to communication.

Types of Noise

Anuj (2021) identify the following different types of noise:

Channel Noise: Any disturbance that occurs to the medium. When a weak signal may result in

poor reception, it is called channel noise.

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Psychological Noise: Anything that interferes with the psyche of the participants of a

communication process. At the time of a personal interview for a job, candidate’s fear becomes a

psychological noise. The fear can affect the flow of his talk and overall performance badly.

Semantic Noise: Any problem related to language. Unfamiliar words, complex sentences, poor

grammar etc. create semantic noise.

Contextual Noise: Sometimes a situation itself is a barrier to communication. For example one

cannot talk casually in an official meeting.

7. Context

Context is the situation where a communication activity takes place. Communication always

occurs within a context. The context defines the nature of every communication. It can restrict or

complement your mode of communication.

8. Effect

The consequences of the communication process are termed as effects. Every act of

communication makes some effects on its participants. The effect may be positive or negative. A

successful communication process achieves the desired effect.

Channels/Types of Communication

Nakpodia cited in Patrick (2020) identify four channel/types of communication. They are:

1. Oral/Verbal communication

2. Written communication

3. Non-verbal communication

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 4. Visual communication

1. Oral/Verbal Communication

Verbal or oral communication refers to communication in which a message is transmitted using

words, spoken or written. The objective of every piece of communication is to have people

understand what we are trying get across. A lot of information in school is communicated orally

or verbally. Oral or verbal communication can be through face - to - face meeting of two or more

people or a principal addressing staff and students. It can be formal, or informal. And it can be

planned, or a routine, or accidental. Schools use oral or verbal communication more frequently.

A major advantage of oral or verbal communication is that it is a quicker way of communication

interchange with immediate feedback. People can ask questions and points can be clarified in a

face - to - face interaction. The effect can be noted. Furthermore, a meeting with the principal

may give the teacher or teachers feeling of belonging, importance or recognition. Clearly,

informal or planned meetings can greatly contribute to the understanding of issues.

Things to Know when Using Oral/Verbal Communication

Pitch

When speaking, our emotions can often come into play. If we are angry, upset, or frustrated, our

pitch might raise, conveying to the listener that we are experiencing a strong emotion. This is not

necessarily a bad thing, but being able to control it allows you to make sure that you are

effectively communicating.

Tone

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We all encounter situations that are frustrating or upsetting. Allowing that to change our tone

from calm and professional to curt, short, or rude is always a mistake. Tone conveys a lot of

information to the listener about how the speaker views them. To build positive interpersonal

relationships in an office environment, we should all endeavor to speak in a professional and

respectful tone.

Content

Content is the most important part of verbal communication. What we say, and the words we

choose to use, are crucial. While most office communications tend to be more formal than, for

example, meeting a friend for coffee, we should make sure that we leave space for personal chats

and relationship building. Think also about how technical your content is. If you are talking with

developers about specific aspects of code, you should use different terms than when talking to

the marketing team about new developments within the app.

2. Written Communication

Written communication is any written message that two or more people exchange. Written

communication is typically more formal but less efficient than oral communication. Examples of

written communication include: Emails, Text messages, Blog posts, Business letters, Report,

Proposals, Contracts, Job descriptions, Employee manuals, Memos, Bulletins, Instant messages,

Postcards, Brochures etc.

Written and oral or verbal communication have both favorable and unfavorable characteristics.

They are often used together or jointly so that the favorable quality of one is complemented by

the unfavorable quality of the other. In some cases visual aids may be used to supplement both

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oral and written communication especially when communicating to the students in the

classroom. For example, the teacher delivering a lecture needs to:

(A) Use the chalkboard for writing.

(B) Communicate verbally.

(C) Use video tapes, television, projectors, etc.

This is because a message sent through different media is likely to be understood than the one

sent through one medium only. In selecting which media to use consideration for should be given

to the audience and the situation. Instance, for a principal communicating school rules and

regulations, he may need to read them and also make speeches and demonstrate on each item so

as to ensure that students understand and record them appropriately.

Things to Know when Using Written Communication

Structure

When writing, it is important to think about how you are presenting the information. Using

paragraphs and line breaks are necessary. Creating an impenetrable wall of text will disengage

the reader – understanding and applying a proper structure will let the reader take in the

information in digestible chunks. Present your argument or thesis, take the time to back it up

with clear proof, add in the relevant information to make sure that the reader understands the

point fully, then close with a conclusion.

Clarity

It is a hard balance to strike between over or under explaining concepts. If you are writing

instructions for a new employee, how detailed should you be? Of course, this depends on the

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person, but over-explaining a little bit is much better than leaving the reader clueless. Be

thoughtful about your audience, what will they know and what do you need to explain in more

detail?

Content

Written content tends to be a bit more formal than verbal. Leave out the slang, use proper

punctuation and spelling, and remember that anything written – especially in the digital age –

will remain, even if you delete it. Err on the side of professionalism every time you write

something. Messages on Slack, for example, do not need to be written as formally as a cover

letter, but they should be polite, professional, and well-written. Be aware that written jokes can

fall flat without the added context of tone or facial expressions.

Advantages of written communication

Written communication has the advantage of providing recorded references and legal defense

exhibits. The message or information can be carefully prepared and mailed to a large audience

through mass mailing. Written communication can promote conformity in policy and procedures

and could also reduce cost in schools. Written communication is the best especially for academic

information, which could be used for reference purposes.

Disadvantages of written communication

Written communication can generate a lot of paper which can be poorly managed. So it may take

a long time to know - weather a message has been received and properly understood.

3. Non - verbal communication

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Non-verbal communication is another means of communication. Non-verbal communication

sends cues to others using actions rather than words. People can express happiness, engagement,

concern, gratitude and confidence by responding nonverbally. This can include communication

using hand gestures, eye contact, body language, appearance, facial expressions and tone of

voice. Nonverbal communication can be one of the strongest forms of communication between

coworkers. What we say can be complemented by non-verbal communication such as facial

expression. Non-verbal communication is expected to support the verbal ones.

A principal who said he has kept an open door policy for staff and students may be non -

verbally saying a different thing if his secretary screens staff and students who want to see him.

It is interesting to note that non-verbal communication is used both intentionally and

unintentionally. Most people do not have perfect control over their facial expressions – we all

have heard an unprofessional comment and raised our eyebrows in response, regardless of

whether or not it was wise to do so.

Things to Know when Using Non-Verbal Communication

Facial expressions

We often use facial expressions as a way to communicate that we are listening and engaged with

the person speaking. A smile, furrowed eyebrows, or a quizzical expression all convey

information to the speaker about how you are responding to their conversation. They work to

help grease the conversation, keeping it going without having to interject verbally to confirm

your continued interest. If you have ever spoken to a stone-faced person, you will know how

important facial expressions are in a conversation.

Posture

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How you position yourself during a conversation is important. If you angle yourself towards the

person, with a relaxed and open posture, you invite them to engage with you more fully. Leaning

back, crossing arms, or turning away from the speaker conveys a very different message – and

not a positive one. Just as no one wants to have a conversation with the back of someone’s head,

talking to someone with an extremely closed posture creates a more difficult and unpleasant

conversation.

Gestures and physical touch

Depending on the person, and their country of origin, they may use gestures and physical touch a

lot, or almost never. However, there is a lot of information conveyed in these actions. A gentle

touch on the arm can signal encouragement, while an overly strong handshake can be an act of

dominance. Someone fidgeting with their hands while talking to you about a problem can signal

guilt or avoidance and using many grand gestures while presenting an idea could convey

excitement or confidence.

Eye contact

We all know the importance of eye contact. When someone is unable to maintain eye contact, we

take this to mean that they are being untruthful, shifty, or not paying attention. Being able to

maintain eye contact while listening will ensure that the speaker knows that you are present and

engaged. While speaking, it shows that you are connecting with the listener, and in cases where

you are delivering unpleasant news, is doubly important. Being able to tell someone an

unpleasant message while looking them directly in the eye shows that you respect them and are

an honest and sincere person.

4. Visual communication

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Visual communication is the practice of using visual elements to get a message across, inspire

change, or evoke an emotion. Visual Communication exists in two parts; communication design

and graphic design: Communication design refers to crafting a message that educates, motivates,

and engages the viewer. Graphic design uses design principles to communicate that message in a

way that is clear and eye-catching to the intended audience. Visual has become the most used

type of communication, driven by social media, YouTube, and other platforms of the digital era.

As more and more people and organizations use these channels of communication, the more we

are used to, and even dependent upon, using visual communication to stand out in a crowded

platform.

Examples of visual communication like: charts, photographs, sketches, video, graphs, and even

emojis and GIFs, can help improve the understanding of your message. Think about how charts

can bring data to life, making it much easier to understand than presenting a long stream of

numbers, or how a sketch of a new UX is much more effective than a text description.

Things to Know when Using Visual Communication

Content

While it is tempting to include visuals to add a bit of diversity and interest, you should consider

what they bring to the table. Are they helpful? Are they necessary? Do they add to the overall

message? Not all communications need to have visuals added, and in some cases, they might

detract from what you are trying to communicate. You should endeavour to make sure that you

are not adding fluff to your message, but rather strengthening your audience’s understanding of

it.

Tone

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As with all communications, make sure that you are meeting your audience where they are. If

you are presenting complex data, include the relevant descriptions, at the right technical level, so

that your audience can follow. Don’t use images that are graphic or could be upsetting, and

remember the same rule applies to visual communication as does to writing: don’t create

anything that you wouldn’t want to have associated with you in the future.

Levels of communication

We have discussed communication on a general but it is important to point out that the strategies

and skills employed in communication may vary with the level at which the communication

taking place. Onuebunwa cited in Anuj (2021) identify the following level of communication:

1. Interpersonal communication

2. Small group communication

3. Large group communication

4. Public communication

5. Mass communication.

1. Interpersonal communication

This is the communication between two individuals. In such a communication, both the verbal

and non-verbal types of communication feature prominently. For example, gestures and signs are

commonly used in interpersonal communication. Usually interpersonal communication does not

require media that need much amplification.

2. Small Group Communication

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Small group refers to a group of not more than twenty persons. In small group communication,

there is a great deal of communication bordering on interpersonal Communication. Visual and

other such materials can easily be passed and to members of the group in a classroom setting.

3. Large Group Communication

Large Group Communication refers to communication for group of more than twenty to twenty -

five persons. Large groups usually require media that could be projected or displayed for the

benefit of all members of the group. In many situations, amplification of audio communication is

necessary to ensure that a members of the group get the information. In most situations in our

schools today, class size is usually of the large group type. Overhead projectors etc. feature

prominently.

4. Public Communication

This refers to communication for a very large group persons not necessarily seated in the same

hall. For example, when there is communication intended for all members of a college

community that is public communication. Posters, notices on bulletin boards etc. feature in such

communication. Written notice of information may be distributed to members of the envisage

audience individually or in groups. Mobile loud speakers or posters at different locations can be

used to reach the audience in public communication.

5. Mass Communication

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Mass communication is communication for people in widely distributed geographical locations.

In such situations, it impossible to physically interact with such group of persons. Such media as

newspapers, radio and television are used in mass communication. The media of mass

communication has been continuously on the increase. The internet, although restricted to those

who are appropriately linked can be seen as one of the current media of mass communication.

Purpose of Communication in School

The purpose of good communication in the school is to effect change to influence action

necessary for internal functioning of the organization. Azu cited in Adeyinka (2020) identify the

following reasons why communication is necessary in school administration:

1. Establish and disseminate school goals

2. Develop plans for their achievement

3. Organize human and other resources in the most effective and efficient way

4. Select develop and appraise members of the organization

5. Lead direct, motivate and create a climate in which people want to contribute, and

6. Control performance

It is through information exchange that a principal of school becomes aware of the problems of

teachers and students regarding teaching materials, learning environment, and what shortages

need to be filled. No secondary school can operate effectively when the authority is lacking

information regarding its activities. The principal needs information not only from the teachers

but also from the students and other members of staff regarding their daily operations. The

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teachers, through assessment, evaluate learning outcomes on a daily basis and record them

effectively as a feedback for the principal and other higher authority. Communication is more

than transmitting information; it can also be used to motivate staff through creation of an

enabling environment. It can be used to control staff and students because effective control

requires communication with an understanding of the criteria against which performance is

measured (Azu, 2009).

Communication Flow in School Organization

Azu cited in Anuj (2021), in a school organization, communication flows in various directions:

(a) Downward

(b) Upward

(c) Crosswise

Downward communication

Downward communication, when the information travels from the top of the hierarchical

organization to the bottom of the organization, is the opposite of is upward communication.

Downward communication can be oral or written. In the case of oral communication, the kind of

media used include: oral instructions, speeches, meetings, telephone, loudspeaker, the grapevine.

Examples of written communication include: memorandum, letters, handbook, pamphlets, policy

statements, brochures and electronic news displays. Unfortunately, information is often distorted

as it comes down the chain of command of the structures. Issuance of policies and procedures do

not necessarily ensure communication.

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Purpose of Downward Communication

There are many purposes associated with downward communication and its dissemination of

information in the workplace. A few of the more significant uses include the following:

1. Allows top management to communicate with every level of the organization. It is

prudent to create a cohesive vision on the mission they would like to create for the

organization.

2. Effectively shares organizational project instructions by helping multiple departments

coordinate their efforts to achieve similar goals. It ensures that everyone is on the same

page for instructions, increasing productivity by minimizing mistakes.

3. Shares policies and procedures within the organization, ensuring that everyone is aware

of the guidelines they must follow by ensuring the uniformity of the shared information.

4. Sharing feedback and performance reviews within the organization. Managers are

encouraged to share feedback with employees on their performance, allowing

improvement and fostering a close working relationship between the different ranks.

Disadvantages of downward communication

1. It is authoritarian in nature.

2. It is time consuming.

3. It causes delays.

4. It can be frustrating.

Upward communication

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Upward communication is the flow of information from lower to higher levels in the

organization’s hierarchy. Its main purpose is to provide feedback to higher-ups, inform them of

progress toward goals, and relay challenges on several areas of organizational functioning.

Upward communication is primarily non - directive and usually reflect organizational structures

that are participative and democratic. Typical means of upward communication besides the chain

of command are suggestion systems, appeals and grievance, procedures, complaint systems,

counseling sessions, grapevine, group meetings, etc.

Effective upward communication requires an environment in which subordinates feel free to

communicate. Since the organizational structure is greatly influenced by management, the

responsibility for creating a free flow of to a great extent on the upward communication rests

superiors.

Benefits of Upward Communication

Upward communication serves several purposes which are beneficial to both managers and

employees. For the manager, it is often necessary for:

1. Keeping manager or administrator aware of how employees feel about their jobs, co-

workers, and the organization in general sound decision making collecting ideas on how

things can be improved helping the organization know employees’ accomplishments,

challenges, and attitudes receiving feedback, and encourages ongoing two-way

communication.

2. It provides the avenue to express their true feelings

3. It proves to the management their level of receptiveness to messages

4. It facilitates employee involvement in the decision making process.

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 5. Being able to participate in decision making process meets their ego needs.

Crosswise communication

Crosswise communication is the horizontal flow of communication with people on the same or

similar organizational level and diagonal flow with persons at different levels who have no direct

reporting relationship. This kind of communication is used to speed information flow to improve

understanding and to coordinate efforts for the achievement of organizational objectives.

A lot of information flow does not follow the hierarchy but cuts across the chain of command.

The process could be through information meetings, launch hours spent together, formal

conference, committee and board meetings. It can also occur when individual members of

different departments are grouped into task teams or project organizations. Crosswise

communication in the written form include: newspapers, magazines and bulletin boards.

Advantages of crosswise communication

Crosswise communication has a number of advantages:

1. Crosswise communication makes information flow faster and more freely.

2. Crosswise communication improves team effectiveness.

3. Crosswise communication makes distortion/misinterpretation of information less likely to

happen.

4. Crosswise communication improves teamwork.

Disadvantages of Crosswise communication

Some of the main disadvantages of crosswise communication include:

1. Crosswise communication can lead to leakage of information.

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 2. Crosswise communication doesn’t work if there’s hostility.

3. Crosswise communication can cause information overload.

Communication and the Teaching and Learning Process

The teaching and learning situation is one area in which the communication process features

prominently. Teaching and learning involves a continuous exchange of information between the

learner on one hand and the teacher and other instructional resources on the other. In the teaching

-learning situation , the learner can be considered as the receiver , the teacher as the source

although many times in a typical classroom the teacher plays the part of a receiver while the

students acts as the source. In the classroom situation, the communication is directed towards

behaviour change hence the success or otherwise of a teacher in achieving the objectives of

instructor depends to a large extent on his ability to communicate. A number of implications

arise from the above basic facts:

1. The codes or symbols of communications should be such that makes meaning to both parties

in the classroom communication process (teacher and learner). The onus lies on the teacher

classroom or any learning situation is such that would ensure on in effective reception and

interpretation of meaningful. In other words, the teacher should take into level of experiences,

fears and desires of the learners in consideration the individual skills, knowledge, abilities,

encoding his message so that they (the learners) will be in a symbols, position to decode it.

2. Since the communication process is interactive, the learner’s contribution could further

improve the communication. Efforts should be made by teachers to evoke feedback from the

learners. Apart from ensuring that the learners are actively involved in the teaching learning

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process, feedback advices the teacher on the success or otherwise of this teaching. He may thus

decide to repeat a section or change his media or methods.

3. Given the emphasis laid on the channel as an element of the communication process, the

teacher needs to exhibit greater care in choosing the channel or medium of his classroom

communication. He should have a working knowledge of the various instructional media

available and their characteristics so that he can effectively select media for any specific

instructional assignment. Moreover, he could use a number of media to reinforce one another in

teaching difficult concepts.

4. The teacher or instructor needs to as much as possible, control “noise " factors to ensure that

communication in the teaching learning situation is effective . " Noise " has been defined as any

factor that could obstruct or distort the message In the channel thereby preventing the receiver

from getting the message of the ways of doing message in the channel thereby preventing the

receiver from this include ensuring that media with built in faults are not used and using a

number of channels or media at the same time. The redundancy effect tends to ensure that

learning takes place.

Barriers to Effective Communication in School

Onuebunwa cited in Venila (2022) identify the following barriers to effective communication in

school:

1. Noise: Noise is anything whether in sending, transmitting or receiving that hinders

communication e.g. A noisy or a confined environment may hinder the development of clear

thought.

2. Encoding may be faulty because of ambiguous symbols.

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3. Transmission may be interrupted by a static in the channel such as may be experienced in a

normal telephone connection or conversation.

4. Inaccurate reception may be caused by inattention.

5. Decoding may be faulty because other wrong meanings may be attached to words and

symbols.

6. Understanding may be obscured by prejudices.

7. Desired change may not occur because of the fear of possible consequence of the change.

Effectiveness of communication.

Overcoming Communication Barriers in School

Communication is an important aspect of the job of the school administrator. To achieve total

success on the job, he must therefore try hard enough to prevent communication barriers which

hinder effective communication. Nakpodia cited in Lovina (2022), highlight the following ways

to prevent or overcoming communication barriers in school:

1. Use clear and concise words

2. Select proper channels to convey messages, that is, use the channel that is most appropriate for

the situation.

3. Encourage feedback

4. Use multiple channels of communication that will work most in personal discussion, memo

etc.

5. Use face - to - face communication whenever necessary.

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6. Follow - up important verbal discussion with a note.

7. Be sensitive to educational or official status.

8. Carefully crosscheck by reading through letters or memos that are ready for dispatch.

9. Establish proper communication climate by establishing mutual trust between you (the sender)

and the Receiver teacher etc. and also maintain (students, parent, and credibility)

10. Time message properly.

11. Develop effective communication skills, including listening.

12. Remove inter - group hostility

13. Be sure your actions support your communication.

Conclusion

Communication is so pervasive in schools that it is a fundamental and integrative process in

educational administration. Communication means sharing messages, ideas, or attitudes to

produce understanding or shared meanings among people. Communication applies to all phases

of managing, it is particularly important in the function of leading. Every organization, including

the school system, requires interaction of the various personnel that exist within the organization

for the purpose of achieving the organizational goals. The primary function of communication is

to influence the behavior to the extent of conditioning it for the attainment of organizational

goals. Effective management is measured by the level and extent communication. This is

because effective communication involves feedback which enables principals to correct their

action, and through this effectiveness is achieved.

Suggestion

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The paper obviously made the following suggestions:

1. School administrator should learn to communicate clearly and concisely – School staff

may have a lot of information to process, so keep your messages short and sweet for

appropriate understanding.

2. School administrator should remember that communication is crucial – If you feel like

someone isn’t listening or understanding what you’re saying, don’t hesitate to ask them to

clarify things! Being able to articulate your thoughts clearly will help everyone involved

understand the situation better.

3. Manager or school administrator should endeavor to select the proper channels to convey

messages, that is, use the channel that is most appropriate for the situation to promote

easy understanding and interpretation of messages by the subordinates.

4. Manager or school administrator should try to encourage feedback when communicating

to avoid misinterpretation of the conveyed message or information.

5. Manager or school administrator should try to develop effective communication skills,

including listening hence to instill effective interpretation of message.

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Reference

Adeyinka, A. A. (2020). Introduction to Education: A Functional Approach. Yinka Printing

Press.

Adrien, O. C. (2021). Fundamental of educational communication. Neic Printing Press.

Anuj, K. (2021). Introduction to communication: Approach in Education. Freeman Printing

Press.

Azu, P. I. (2009). Classroom management and school organization. Eastern Polytechnic

Publishers Ltd.

Lovina, B. C. (2022). Communication theory: Approach to Educational Administration. Mathew

Bolton Printing Press.

Nakpodia, E. D. (2006). Educational administration: A New Approach. Jonokase NIG. CO.

Patrick, O. (2021). Principles of educational administration. Kadmon Printing Press.

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Venila, N. C. (2022). Communication in education: An Introduction. Cape Publishers

International Limited.

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