Teachers’ perceptions of the relationship between gender communication and effective leadership -

Abstract

This research study explored the concept of effective leadership and the role effective communication contributes to it from the perceptions of Lebanese private school teachers of the two genders. The purpose of this study was two-fold: (a) to explore the beliefs of educational practitioners on effectiveness, mainly private school teachers regarding effective communication across their organizations, (b) to investigate any gender differences in perception between female and male teachers regarding effective leadership and effective communication along with same and opposite gender communication interactions. The study employed a qualitative research design that used the grounded theory method of analysis and interpretation. Data were collected through focus group interviews with teachers representing private sector. Data collected were analyzed and coded using constant comparison all through the data collection process. The researcher organized the data through data reduction to find commonalities and generate categories, themes, and patterns. The research findings revealed a high degree of alignment between the theoretical profile of effective communicators and the grounded profile. The results of the study showed that gender differences existed between the female and male principals’ communication styles which had impact on leadership effectiveness. An interesting finding was recorded as more teachers favored male principals since they considered female principals in general to be more carried by their emotions. Participants identified factors they believed were enhancing or hindering to effective communication and associated some with gender. This research study has implications for practice for leaders, teachers, and students as it shed light on the leadership role, practices, and beliefs that were considered more efficient in enhancing effective organizational communication taking into account gender differences.