Understanding Teacher-Leadership Communication on Curriculum and procedures
Over the summer break of 2024, I embarked on a journey to address a persistent challenge I encountered after completing my fourth year of teaching lower elementary students. This year marked my first full year with a new charter school system, following approximately three years of experience in a public school system—a period that notably included the tumultuous shift to online learning due to the COVID-19 pandemic.
During my tenure in both public and charter schools, I noticed a recurring issue: teachers often hesitated to ask their school’s leadership questions about procedures and curriculum. This hesitation intrigued me, and I became determined to understand the root causes of this communication gap. To tackle this wicked problem, I designed a comprehensive survey aimed at uncovering the underlying reasons behind this phenomenon.
Effective communication between teachers and educational leaders is vital for the successful implementation of curriculum and procedures. When challenges arise, such as inconsistencies in instructional delivery or unclear procedural guidelines, a structured communication process can bridge the gap between the classroom and administrative levels. This process begins by identifying the problem—whether it’s a disconnect in understanding the curriculum’s intent or difficulties in executing new procedures.
Once the problem is clearly defined, the next step involves conducting thorough research to understand its root causes. This may include reviewing current practices, consulting educational literature, or examining case studies from similar institutions. Following research, a well-designed survey can be deployed to gather insights directly from teachers. These surveys provide invaluable data on the perspectives and experiences of those directly affected by the issues.
With this comprehensive understanding, leaders can then explore and propose targeted solutions. These might include revising curriculum guidelines, offering professional development, or implementing new communication channels to ensure clarity and consistency. By following this structured approach—problem identification, research, surveying, and solution development—schools can foster a more collaborative and effective environment, ultimately enhancing both teaching and learning outcomes.
In this blog post, I will share the preliminary data analysis from the survey. The findings offer a glimpse into the current state of teacher-leadership communication and highlight potential areas for improvement. Join me as we delve into this important topic and explore ways to unlock curiosity and enhance communication within our schools.
Let’s begin with a video presentation that further explains MY WICKED PROBLEM PROJECT
“Why don’t teachers ask more questions”
What the Data Is Saying
In an effort to understand school teachers’ communication with school administration, the survey revealed notable insights. There were a total of 25 educators surveyed with a completion rate of 96%.
Among the respondents, 24 completed the question about the existence of a district communication policy for teachers and leadership, and 42% were unsure about its existence. This signifies the need for a clear and understandable policy for teachers regarding communication.
When inquiring who they would approach with questions on instructional practices, 53% of 15 respondents indicated school administrators. I was surprised to see this result because in my experience, teachers talk to one another more than to administration.
Regarding how they typically ask questions about curriculum and procedures, 79% of 24 respondents use both formal (written) and informal (casual discussion) methods. This response did not surprise me. I have found that more than one method of communication is typically used to communicate.
Additionally, when asked how administrators could support teachers in developing better questioning techniques, 70% of 23 respondents preferred private face-to-face training sessions. This was another area that I felt was typical when given a choice for support from leadership.
What I Expected and What I Foresee
From the survey data, I expected to learn how common it is for teachers of various demographic backgrounds to shy away from asking pertinent questions about the curriculum and procedures. The data is guiding my project toward opening discussions to update communication policies between teachers and school leadership around these crucial topics.
Final Thoughts
The survey insights reveal uncertainties and preferences among teachers about communication with leadership, indicating steps for improvement. By fostering open dialogue and providing targeted support, we can create an educational environment where teachers feel empowered to seek clarity, enhancing the overall teaching and learning experience.
Respondents Demographics Charts
Classification of the educator
References
Anj. (2024, August 11). Understanding Teacher – Leadership Communication on Curriculum and procedures. Youtube. [video]. https://youtu.be/xMByHv33vpY?si=P5E4m9rkrM33bCYN
Hendawy Al-Mahdy, Y. F., Hallinger, P., Omara, E., & Emam, M. (2024). Exploring how power distance influences principal instructional leadership effects on teacher agency and classroom instruction in Oman: A moderated-mediation analysis. Educational Management Administration & Leadership, 52(4), 878-900. https://doi-org.proxy1.cl.msu.edu/10.1177/17411432221113912
Lucksnat, C., Richter, E., Henschel, S., Hoffmann, L., Schipolowski, S., & Richter, D. (2024). Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study. Educational Assessment, Evaluation & Accountability, 36(1), 75–106. https://doi-org.proxy1.cl.msu.edu/10.1007/s11092-023-09426-1
Ma, X., & Marion, R. (2024). How does leadership affect teacher collaboration? Evidence from teachers in US schools. School Effectiveness & School Improvement, 35(2), 116–141. https://doi-org.proxy1.cl.msu.edu/10.1080/09243453.2024.2330533
