PHENOMENOLOGICAL STUDY ON THE TEACHER’S EXPERIENCES OF THE INTERPERSONAL COMMUNICATION STYLE OF PRINCIPAL IN INTEGRATED SCHOOL

EDUCATIONAL MANAGEMENT

This phenomenological study explored teachers' experiences in terms of the interpersonal communication styles of their principals in different contexts, specifically in terms of work-related matters, personal matters, and the interaction of principals with other teachers in integrated schools. The study used in-depth interviews with ten teachers with at least three years of teaching experience in integrated schools in Monkayo, Davao de Oro, Philippines. The findings revealed the importance of developing an interpersonal communication style that fosters mutual respect, collaboration, and consideration for others' needs and feelings. Principals should prioritize clear and effective communication, active supervision, and fair treatment in work-related matters while establishing authority, promoting inclusivity, and encouraging collaboration. In personal matters, principals should balance kindness and authority, maintain open and direct communication, establish boundaries, and foster positive relationships and trust. Interactions with teachers should be friendly, approachable, and fair while handling conflicts constructively and eliminating faction systems among the teachers in the integrated school. The study also addresses weaknesses, including principals' tendency to withdraw during crises, suggesting that training or seminars in conflict management skills can mitigate this issue. Ultimately, this research highlights the significance of effective interpersonal communication skills in school leadership and offers practical guidance for improving interpersonal communication styles, contributing to a positive and productive work environment in integrated schools.

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