There are many superior-subordinate interactions that provide insight into workplace communication and there is none that exemplifies this interaction better than a principal-teacher work relationship. This paper focuses on a previously observed principal-teacher interaction, primarily taking note of significant elements including patterns of verbal communication, power influence in the communication approach, and an examination of whether the interaction constitutes an intercultural communiqué.
In the course of evaluating workplace interaction between the said principal and a teacher, several observations were drawn. Key among the aspects denoted was the principal’s role as a coordinator of virtually all administrative duties, while striving to ensure efficient operation of the entire institution. The principal was also responsible for ensuring that subordinates including teachers and other staff members worked towards achieving school goals. Overall, it was apparent that the principal’s role revolved around efficient leadership and management of school matters. On the other hand, the observed tutor bore the responsibility of teaching students, evaluating their performance and reporting assessment outcomes to the principal for formulation of learning improvement strategies. In terms of communication, the principal simply communicated tutorial guidelines and school policies to instructors, including the one under scrutiny. There was occasional interpersonal communication between the superior and his subordinate, particularly during staff meetings. In regard to the minimal verbal communication that took place between the principal and the teacher, there seemed to be some level of rigidity and a strict and demanding tone on the principal’s part. The teacher, just like her colleagues did not give tutorial and assessment feedback directly to the principal. Instead, ...Show more