Leadership Communication Practices of Public School Administrators' Effect on Teacher Motivation

Abstract

The development of productive working relationships between school heads and teachers heavily depends on their ability to communicate effectively. Teaching staff who possess high motivation levels, together with effective learning-influencing capability, create dynamic learning spaces that deliver better results for their learners. The study explored how educational outcome-dependent school head communication practices affect teacher motivation in an academic context. The research focused on discovering which leadership communication practices school heads in public elementary schools commonly use while investigating their relationship with teachers’ intrinsic and extrinsic motivation levels. The study used a researcher-made questionnaire to investigate the selected n=124 public elementary school teachers through purposive sampling within the convenience-based research design. A Pearson's correlation test and descriptive statistics analyzed the gathered information to check the validity. The research showed that proper leadership communication approaches, followed by public school heads, produced positive motivational effects in teachers. The results of the study demonstrated that school heads should build effective communication strategies with consistent application to improve teacher motivation, leading to better educational quality.