Impact of Schools Heads Passive Communication Style on Teachers’ Emotional Stress at Secondary Level in District Bannu

https://doi.org/10.5281/zenodo.17406575

Abstract

Success in the school is often attributed to the communication styles of the school's heads’, specifically to how they manage the emotional state of the teachers. However, there is still a lack of information on how the communication styles of school head’s affect the emotional stress of their teachers. The purpose of this study was to investigate the schools heads’ communication styles and its impact on teachers’ emotional stress at secondary level in Bannu District. The study was descriptive in nature so descriptive survey design was used by the researcher to conduct the study. All 130 (Male/Female) secondary schools and all 1627(Male/Female) secondary schools’ teachers working of Bannu district was the population of the study. Stratified sampling technique was used to draw sample for the study. The sample size was justified using Krejice & Morgan (1970) formula. The sample of the study was comprised of 56 secondary schools and 327 secondary school male and female teachers working in secondary schools in Bannu District. Two questionnaires for the teachers were used to collect data from the sampled respondents. The collected data was analyzed by using Mean, Standard deviation. Independent samples Mann-Whitney U test were used to find out required findings and conclusions. Eventually recommendations were made by the researcher. It was found that passive communication style was up to the mark in all phase, while head ignored situation which needs solution on urgent basis. Similarly mean scores of emotional stress items in the scale fall as the average showing that teachers’ emotional stress was not up to the mark in all phase. Government may ensure school heads’ to practice best methods of interacting with their teachers in order to reduce stress levels among teachers. The government may conduct seminars, meetings and workshops where teachers should be provided teaching roles and given the opportunity to evaluate the merits of various targeted communication styles for them.

Keywords: Heads Passive Communication Styles, Teachers Emotional Stress, Secondary Level Bannu