The Effective Communication between Public Secondary School Principals and Teachers in Jarash and its Relationship with the Degree to Which Teachers Carry out the Required Duties from their Perspective

The present study aimed to explore the extent of carrying out effective communication between public secondary school principals and teachers in Jarash. It also aimed to explore the relationship between such communication and the degree to which teachers carry out the required duties from their perspective. The sample consists from 162 female and male teachers. Those teachers were selected through using the stratified random sampling method. They were selected from the public secondary schools in Jarash during the academic year (2014/2015). To meet the study’s goals, two instruments were developed. The first instrument is a questionnaire that aims at measuring the extent of carrying out effectiveness of the communication between public secondary school principals and teachers. It sheds a light on the following areas: (meetings, interviews, phone calls and reports). The second instrument is a questionnaire that aims at measuring the degree to which teachers carry out the required duties. The researcher adopted the correlative survey-based approach. It was found that the dominant pattern of communication between public secondary school principals and teachers in Jarash is the effective communication. It was found that the degree to which teachers carry out the required duties is high. It was found that there is a statistically significant positive correlation between the the effective communication between public secondary school principals and teachers and the degree to which teachers carry out the required duties. It was found that the extent of carrying out effective communication between public secondary school principals and teachers in Jarash is high. The reports area is ranked first. The meetings area is ranked last. It was found that the degree to which teachers carry out the required duties is high.

2) Promote effective communication between school principals and teachers 3) Identify the most significant obstacles that hinder the effective communication between school principals and teachers Methodology: The researcher adopted a survey-based correlative approach.

Population:
The population is represented in all the teachers who were working in public secondary schools in Jarash during the academic year (2014/2015). It consists from 530 female and male teachers .

Sample:
The study's sample consists from 162 teachers Instrument: To meet the study's goal, the researcher developed a questionnaire. This questionnaire consists from two parts. The first part of the questionnaire aims at collecting data about the effective communication. The second part of the questionnaire aims at collecting data about the duties of teacher The following procedures were carried out to develop the questionnaire: 1)-The researcher reviewed the relevant theoretical and empirical references. She held discussions with faculty members about the relevant information. After that, the first scale was developed.
2)-The researcher selected the main areas to be investigated. These areas are: a-meetings b-interviews c-Communication through phone calls and technological means d-Reports. The first scale consists from 33 items The researcher adopted the five point Likert scale. This scale consists from five categories; to a very great extent, to a great extent, to a moderate extent, to a little extent, and to a very little extent. These categories stand for the Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol. 11, No.20, 2020 124 following scores respectively: 5, 4, 3, 2 and 1. Validity of the Instrument Content validity refers to the degree to which the instrument measures what's it was intended to measure. The researcher measured the content validity of the questionnaire. That was done through passing the initial version of the questionnaire to 10 experts. Those experts are faculty members who are specialized in educational administration. Some of those exerts work in Jarash University and the rest work in Yarmook University. They were asked to assess the questionnaire in terms of clarity, language and relevancy. They were asked to make additions, deletions, and suggestions. In the light of the experts' opinions, several adjustments were made. The final version of the questionnaire consists 33 items that shed a light on effective communication and 30 items that shed a light on teachers' duties. Thus, it consists from 63 items. Reliability of the Instrument The test-re-test method was used to measure the reliability of the questionnaire. Through this method, an exploratory sample was selected. It consists from 40 female and male teachers. Questionnaire forms were distributed to the members of the exploratory sample. After two weeks, they were distributed again to the members of the exploratory sample. After that, Pearson correlation coefficient values were calculated. The Pearson correlation coefficient rate is 82%. To measure reliability, Cronbach Alpha coefficient value was calculated.

Theoretical framework First: The meaning of communication:
Communication refers to a set of activities that include listening, meditation, expression, selection, feeling, and behavior. It is a planned process that aims at motivating others and promote specific attitudes among them. It aims at encouraging them to carry out specific practices. Abed Al-Samee' (2011) suggest that the communication process refers to the delivery of a specific idea, concept or skill from one person to another. E'raifej (2001) suggest that the communication process refers to exchanging information, feelings and attitudes. Communication can be defined as the process through which information, ideas and attitudes are exchanged between people in social, cultural and psychological contexts to meet the intended goals. 2-The significance of communication: Communication: Effective communication: Effective communication is essential to meet social and psychological needs. One starts to communicate with others since the beginning of his/her life. One keeps communicating with others throughout his/her life. There is no debate over the significance of communication between people in organizations. Communication in organizations is significant because it improves social relationships and promotes a team work spirit. It is significant because it makes employees realize the significance of their roles in the organization. Providing the employee with inadequate attention shall promote feelings of depression and despair among them. That shall negatively affect the productivity and performance efficiency levels of the organization. In general, the significance of effective communication is represented in the following points: Many aspects of what is understood and experienced as organizational reality are constructed and reconstructed by the organizational members through their daily actions (Czarniawska-Joerges, 1993; Heide, Clarén, Johansson, & Simonsson, 2005). Reality is therefore always changing (even if it sometimes goes slowly). To understand reality, different perspectives and their mutual meaning have to be taken into consideration, it is therefore important not only to study one organizational level or one actors intention with their communication (Heide, Clarén, Johansson, & Simonsson, 2005). This is one of the reasons why both principals and teachers views are studied in this thesis. The different processes inside schools are seen as complex and intertwined (see figure 1 and figure 2). Besides time the number of distinct variables in a process affect each other and their combinations are as important as a single variable. Later on, I will discuss leadership and communication in relation to organizational structure and culture. However, I start with giving a short definition of the most frequently used concepts in the thesis as a guide for the reader to understand my point of departure. Organizational structure and culture Organizations, such as schools are here seen as social constructions where structure, culture and leadership are interdependent variables describing how activities and actions are constructed. Examples of structures are objectives, buildings, and organization of labour. Organizational culture is manifested in norms, history, symbols, basic assumptions and shared values (e.g. Hoy & Miskel, 2007). Examples of areas that are affected by the school culture are the way schools work with teaching and learning, collaboration and how leadership should be conducted. Communication (Organizational communication) is a process of creating and exchanging messages. The process includes several key elements such as network, interdependence, relationship, environment, uncertainty and messages (Goldhaber, 1993). Communication is closely connected to organizational structure and culture. Communication can be used to analyze and reflect as well as affect what is happening in the organization. Communication is here seen as a pervasive role rather than an individual skill ( The individual principal can affect the leadership process through her traits, role, skills, experience, and style (Hoy & Miskel, 2007;Northouse, 2007;Yukl, 2002). Since the teachers and situation affect the leadership process, another way for the leader to affect the process is by analyzing and understanding the teachers' characteristics and needs as well as the organization's current situation. How the principal listens, transmits information, makes decisions and leads dialogues will affect leadership and communication processes and ultimately the school outcomes. The different techniques and how individual skills are used in conversations can reveal the communicator's pre-understanding, values, knowledge and preparation (Isaacs, 1999). The principal's way of communicating affects how she is perceived and her ability to pursue change (Kowalski, Petersen, & Fusarelli, 2007). The leader's challenges in complex organizations is to combine the work towards task and objectives (structures) with human relation work that engages and supports followers (Ekvall & Arvonen, 1994;Hoy & Miskel, 2007;Yukl, 2002). To realize demanding objectives and tasks, the followers' attitudes and knowledge towards the work become important. This implies that leadership, organizational culture, communication and organizational outcomes are strongly connected. Communication becomes a way to understand and conduct leadership and actions within the organization. A communicative leadership uses language and communication to motivate different actions (Eriksen, 2001). Talk can therefore be described as action (Weick, 1984 ) and as work (Gronn, 1983). To view leadership as a social process makes communication essential both for understanding how the work inside organizations contribute to results and how the individual leader use communication as a tool. A related theory to my work that elaborates on rationality and communication is Habermas' theory about communicative rationality. He argues that communicative rationality is a way to change society and meet the dominating instrumental perspective. He tries to find a more positive alternative in the modern society where communicative rationality contribute to more freedom and the development of ethics and civilized conflict solving rather than just contributing to the instrumental goal and system rationality (Eriksen & Weigård, 2000; Habermas, 1999). He claims that there is a threefold relationship between the meaning of the linguistic expression, the aim, what is said in it, and how it is expressed.
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol. 11, No.20, 2020 Previous studies Zaidan (2000) aimed to explore the prevalent patterns of communication among the principals and public secondary school principals. He aimed to explore the relationships between such communication and students' attitudes towards school. It was found that there are statistically significant differences between the students' attitudes towards school which can be attributed to gender. The latter differences are for the favor of female students. The latter result applies to all the areas. It was found that there isn't any statistically significant differences between the principals' attitudes which can be attributed to gender.
Al-Asmar (2003) aimed to explore the extent of having effective communication skills by the public and private primary school principals in Irbid from the teachers' perspective. It was found that the extent of having effective communication skills by those principals is high. It was found that there isn't any statistically significant difference between the respondents' attitudes which can be attributed to gender, academic qualification or experience Al-Khawaldeh (2000) aimed to explore the obstacles hindering primary school principals in Jerash from communicating with teachers, students and parents. It was found that principals have limited amount of time. It was found that teachers' communication skills are poor. It was found that parents interfere in principals' affairs. Khalil (2001) aimed to shed a light on effective communication in schools in Egypt. It was found that some school employees don't use effective communication tools well.
Taboor, and Bonnis (2002) aimed to explore the relationship between the communication style of school principals from one hand and the school climate in the targeted schools from another hand. He aimed to explore the relationship between the patterns of communication among school principals and the method used for making a conflict. It was found that there is a statistically significant relationship between the communication style of school principals from one hand and the school climate in the targeted schools from another hand. It was found that there is a statistically significant relationship between the patterns of communication among school principals and the method used for making a conflict Melanosco (2004) aimed to explore the relationship between the teachers' evaluation scores and students' academic achievement in reading, science and mathematics. He conducted the study in the United States of America. It was found that there is a significant positive correlation between the teachers' evaluation scores and students' academic achievement in reading, science and mathematics. Fleming (1997) aimed to explore the relationship between the managers and teachers. He aimed to explore the impact of the quality of this relationship on teachers' empowerment. It was found that (listening, providing information, and its presentation style) play an effective in improving the quality of the communication process. It was found that there isn't any statistically significant difference between the respondents' attitudes which can be attributed to any of the study's variables.

Results
Results related to the first question: Q.1What is the extent of carrying out effective communication between public secondary school principals and teachers in Jarash? What is the relationship between such communication and the degree to which teachers carry out the required duties? To answer this question, means and standard deviations were calculated.  (4) shows that the arithmetic mean ranged between (4.46-4.39) where the reports came as a means of communication in the first rank with the highest average of (4.46) while the first field came in the last rank with an arithmetic average of (4.39) and the arithmetic mean of effective communication as a whole (4.43).
The arithmetic mean and the standard deviations for the study sample estimates were calculated on the items of each field separately, as they were as follows: 1. First area: meetings as a means of communication:   (5) shows that the arithmetic mean ranged between (4.03-4.56), as paragraph (1) stated that "the director prepares the meeting's agenda before starting its work" in the first rank with an arithmetic mean of (4.56) while the paragraph came No. (6) and its text "Prepares suitable hospitality requirements for the participants" at the last rank, with an average score of (4.03) and the average score for the first field as a whole (4.39).  (7) shows that the arithmetic mean ranged between (4.40-4.47) where paragraph (23) stated that "the manager chooses the appropriate time for his telephone calls" in the first rank with an arithmetic average of (4.47), while paragraph (No. 21) Its text "The manager determines his purpose in advance of communication" at the last rank, with an average score of (4.40) and an average score for the field of telephone communications as a whole (4.43).  (8) shows that the arithmetic averages ranged between (4.40 -4.57) where paragraph No. (26) stipulates that "the director shall resort to written reports and directions whenever he finds this necessary in his communication with the teachers" in the first place and with an average of ( 4.57) While paragraphs (29) and (30) came in which reads "The manager uses the reports for follow-up, evaluation and documentation." As a whole (4.46). Results related to the second question: Q.2 To what degree do teachers carry out the required duties?

Reports as communication
To answer this question, the mean and standard deviations were calculated.  (20) stipulated that "the director clarifies the teachers and reminds them of the timing of their practical duties" and "the director follows up directly with the teacher commitment assistance Times of attendance and attendance "in the first place, and with an arithmetic mean of (4.69), while paragraphs (23) and (27) came and read" The director and teachers give great attention to discovering and caring for creators. "It seeks to criticize and develop the curriculum in light of the latest scientific developments" with the last rank, with an average score of (4.36), and the average score for the meals assigned to teachers as a whole (4.48). Results related to the third question: Q.3 Is there any significant difference between the respondents' attitudes towards the extent of having effective communication which can be attributed to gender, academic qualification or experience?
To answer this question, means were calculated and t-test was conducted. First: gender Table ( (10) shows that there are no statistically significant differences (a> 0.05) due to the effect of gender in all fields except for the two fields of reporting as a means of communication and in effective communication as a whole, and the differences came in favor of males .
Second: The educational qualification : Table (12) shows that there are no statistically significant differences (α = 0.05) due to the effect of the number of years of experience in all fields, and in effective communication as a whole. Results related to the fourth question: Q.4. Is there any statistically significant correlation -at the statistical significance level of (α≥0.05)-between the effective communication between public secondary school principals and teachers and the degree to which teachers carry out the required duties?
To answer this question, the Pearson correlation values were calculated for exploring the relationship between such communication and the degree to which teachers carry out the required duties from their perspective.  (13) shows that there is a positive statistically significant correlation -at the statistical significance level of (α≥0.05)-between the effective communication between public secondary school principals and teachers and the degree to which teachers carry out the required duties Discussion: The results of the present study are discussed below. Discussion related to the first question: Q.1What is the extent of carrying out effective communication between public secondary school principals and teachers in Jarash? What is the relationship between such communication and the degree to which teachers carry out the required duties?