Abstract
M.Ed.
This study forms part of a greater ongoing research project concerning Teacher Competence and the implication thereof for school effectiveness and improvement.
The aims of this mini-dissertation are: to determine which facets of assertiveness is relevant during the communication of educational managers, procuring teacher opinion as to how often do educational managers put these facets into practice.
The literature study describes assertiveness as an aspect of managerial communication in
education. The study makes special reference to the self-concept of educational managers; rights and assertive communication; responsibility and accountability ; interpersonal relationship; interpersonal communication and assessment.
The empirical component of the study was based on a structured questionnaire with 86
open-ended items that included 18 items on assertiveness as an aspect of managerial
communication. Concerning the validity and reliability, a first order factor analysis of the
results of the questionnaire recatogorised all items into five constructs that determine
competent managerial communication. A second order procedure produced one factor
namely managerial communicative competence. The eighteen items on assertiveness as an aspect of managerial communication were discussed with reference to the literature study.
The identified independent variables (i.e. sex; post level; age; province; religion; teaching
experience; home language; school attendance of pupils; school attendance of teachers and school image), were used to investigate assertiveness as an aspect of managerial
communication.
Hypotheses on these independent variables were set. Significance was tested on the 1% and 5% levels of significance.
The most important findings were as follows:
o Educational managers who display assertive behaviour must be more appropriately
orientated, honest direct and spontaneous. They possess a high self esteem, social
sensitivity and have both the ability and skill to promote intimate interpersonal
relationships with others.
In order to be assertive in communication, the educational manager should be clear, direct
and unambiguous in the communication situation.
The self- concept plays an important role in assertive communication since it develops to a
great extent as a result of interaction with others. Education managers with a positive
self- concept are able to tolerate and accept conflict to a relative extent. They are better
able to handle conflict as well as their own shortcomings with a greater degree of tact,
knowledge of people and management skills thus avoiding conflict that is unmanageable.
Fundamental human rights, the recognition of others' rights and personal rights are
imperative for assertive communication. It provides consistency to communication in
educational management.
The following recommendations are:
Educators should receive training with regard to assertiveness, including facets identified
in the research essay relevant to communication skills, as part of their undergraduate
studies.
Educational managers should also get an opportunity to improve their communication
skills in practice by implementing techniques in workshops and seminars where aspects of