Abstract
This chapter aims to examine the relationship between communication skills according to teacher perceptions and transformational leadership behaviors of school administrators with intergenerational climate in the instructional environment. Developments, changes, and innovations in scientific, social, and technological fields around the world have brought about significant changes in social life. The accumulation and production of knowledge resulting from the rapid progress in these fields has made it necessary for societies, institutions, and organizations to adapt to the changes and developments that occur. Educational institutions, which play a significant role in this necessity, must closely monitor global changes and developments by updating themselves. This is because the education system of a country or a society, which is a significant contributor to its progress, and the schools, which are the fundamental components of this system, contribute to the development of societies by following scientific, social, cultural, and technological advancements.
TopIntroduction
The developments, changes, and innovations in scientific, social, and technological fields worldwide have brought significant changes to societal life. The rapid progress in these areas has necessitated societies, institutions, and organizations to adapt to the ongoing changes and developments through the accumulation and production of knowledge. Educational institutions, which play a crucial role in this obligation, must update and closely monitor global changes and developments. The education system, particularly schools, holds a significant role in the progress of a country or society by contributing to their development through the pursuit of scientific, social, cultural, and technological advancements.
To promote the development of the education system, school administrators, teachers, and staff, especially schools, bear substantial responsibilities. The success in all areas within schools requires the coordinated collaboration of school administrators, teachers, and all school personnel. School administrators, in particular, are expected to act as transformational leaders, serving as role models for teachers, students, and school staff. Therefore, emphasizing concepts such as effective communication skills, transformational leadership, and intergenerational climate is crucial in establishing a positive organizational climate and structure to foster successful schools.
Communication is a necessity for individuals to exist, sustain their lives, and self-actualize in social life. Communication allows individuals, as social beings, to share their thoughts, emotions, knowledge, and experiences with others. Besides its importance in societal life, communication is also recognized as a vital aspect of the teaching-learning process. Effective communication skills are indispensable for teachers to establish healthy relationships with their colleagues, students, and families. Consequently, when teachers maintain communication with students and school personnel and establish effective communication, it positively influences the education and learning process in all aspects.
According to Yavuzer (2003), communication is the most critical element in education. To achieve the goals of the education-learning process, effective classroom management, and fulfilling the responsibilities of teachers, they need to possess communication skills. Aslan (2009) defines transformational leadership as a whole that creates a connection between the leader and followers, making them feel good about themselves. Unlike negative traits such as ambition, jealousy, and selfishness, a transformational leader exhibits positive qualities, such as treating individuals fairly, being open to change and development, innovative, and peaceable. Transformational leaders continuously strive to increase positive emotions within themselves and endeavor to establish a shared vision with their followers. Additionally, through their intuition, transformational leaders pioneer the creation of new areas within the organization, leading to changes and developments in the organizational structure.
Transformational leadership is essential in schools, as it is in other institutions, due to the current conditions demanding visionary, risk-taking individuals capable of motivating their followers. The success of schools depends not only on the leadership of school administrators but also on the success, motivation, and collaborative efforts of every individual within the school organization. Transformational leadership, with its attributes of instilling respect, love, and peace among employees and establishing a fair order, will foster positive communication and organizational climate among individuals from different generations within the school.
In the present day, Kazak (2016) states that individuals from different generations coexist in the workplace, each generation possessing distinct personality traits. He emphasizes that those who lead these individuals need to develop knowledge and experiences concerning managing generations with different characteristics and perspectives. Therefore, in educational institutions where individuals from diverse generations are also present, it is crucial to prevent and manage potential issues and conflicts arising from both similar and differing personality traits. Facilitating intergenerational cooperation and interaction becomes significant for schools to achieve their short-term and long-term goals.
Key Terms in this Chapter
School Administrators: “School administrators” refer to individuals within an educational institution who hold leadership and managerial roles responsible for the overall functioning, organization, and management of the school or educational facility. These individuals typically occupy positions such as principals, headmasters, superintendents, and district-level administrators, and they play pivotal roles in shaping and implementing the educational policies, practices, and environment within their respective institutions.
Education: It is a comprehensive and structured process that involves the deliberate imparting of knowledge, skills, values, and competencies to individuals or groups within a formalized system or environment. It serves as a multifaceted mechanism for cognitive, social, and personal development, facilitating the acquisition of expertise and fostering intellectual growth, critical thinking, and cultural awareness.
Teacher Perceptions: “Teacher perceptions” refer to the cognitive, emotional, and attitudinal perspectives and beliefs held by educators regarding various aspects of their professional roles, the teaching and learning process, and the educational environment. These perceptions are subjective and can influence teaching practices, decision-making, and interactions with students, colleagues, and administrators.
Educational Institutions: “Educational institutions” are formalized organizations or entities specifically established to provide structured and systematic instruction, training, and learning experiences to individuals across various age groups. These institutions serve as foundational components of the broader education system, offering a structured environment in which educators and learners engage in the process of knowledge acquisition, skill development, and personal growth.
Instructional Environment: In an academic context it refers to the physical, psychological, and pedagogical setting in which teaching and learning activities take place. It encompasses a variety of factors and elements that collectively influence the effectiveness of educational interactions and outcomes within a classroom or learning environment.
Intergenerational Climate: It refers to the complex and dynamic relationship between different generations with regard to the multifaceted issue of climate change. It encompasses the interactions, influences, and responsibilities among present and future generations concerning the causes, impacts, mitigation, and adaptation strategies related to climate change.
Transformational Leadership: A leadership approach that is characterized by a leader's ability to inspire, motivate, and empower their followers or subordinates to achieve exceptional performance and exceed their own expectations. This leadership style is marked by a focus on fostering positive changes within individuals and organizations, encouraging innovation, and cultivating a shared vision and a sense of purpose.
Communication: A multifaceted and fundamental process encompassing the exchange and transmission of information, ideas, thoughts, and emotions between individuals or entities within a social, cultural, or organizational context. It serves as a pivotal mechanism for the conveyance and reception of meaning, enabling the establishment of shared understanding, the dissemination of knowledge, and the facilitation of interpersonal relationships and cooperation.