Communication is the foundation for conveying the overall expectations of staff by a principal and is required for educational leadership. Leaders must communicate precisely what is expected for staff members, students, and parents to do in the educational environment may be an essential element in the progression of the school environment as a whole. Traits that are associated with a leader and people who have those traits are commonly found in leadership roles (Marion & Gonzales, 2014). Principals who communicate the importance of school sustainability, attendance, retention, or graduation success may produce a connecting element when supporting the goal of improved school performance. Leaders need to explore how they communicate organizational missions and goals within their schools and strive to decrease conveying wrong messages. The principal’s communication, management, behaviors, and practices are essential components support the successful delivery and receiving of important messages.
","abstract_html":"<p>Communication is the foundation for conveying the overall expectations of staff by a principal and is required for educational leadership. Leaders must communicate precisely what is expected for staff members, students, and parents to do in the educational environment may be an essential element in the progression of the school environment as a whole. Traits that are associated with a leader and people who have those traits are commonly found in leadership roles (Marion & Gonzales, 2014). Principals who communicate the importance of school sustainability, attendance, retention, or graduation success may produce a connecting element when supporting the goal of improved school performance. Leaders need to explore how they communicate organizational missions and goals within their schools and strive to decrease conveying wrong messages. The principal’s communication, management, behaviors, and practices are essential components support the successful delivery and receiving of important messages.</p>","abstract_has_math":false,"creators":["Gordon-Phan, Sherron"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Brianna Parsons","Michelle Collay","Ann Maydosz"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-03-01T08:00:00Z","date_published":"2019-03-01T08:00:00Z","updated_at":"2026-07-24T05:21:27Z","subjects":["Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/242","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brianna Parsons","Michelle Collay","Ann Maydosz"]},{"key":"dc:creator","label":"Author","values":["Gordon-Phan, Sherron"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-10-28T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/242"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Communication is the foundation for conveying the overall expectations of staff by a principal and is required for educational leadership. Leaders must communicate precisely what is expected for staff members, students, and parents to do in the educational environment may be an essential element in the progression of the school environment as a whole. Traits that are associated with a leader and people who have those traits are commonly found in leadership roles (Marion & Gonzales, 2014). Principals who communicate the importance of school sustainability, attendance, retention, or graduation success may produce a connecting element when supporting the goal of improved school performance. Leaders need to explore how they communicate organizational missions and goals within their schools and strive to decrease conveying wrong messages. The principal’s communication, management, behaviors, and practices are essential components support the successful delivery and receiving of important messages.
"]},{"key":"dc:title","label":"Title","values":["The Impact Of Principals’ Communication Practices On School Success Environment: An Intrinsic Case Study"]}]}],"canonical_facts":{"dc:contributor":["Brianna Parsons","Michelle Collay","Ann Maydosz"],"dc:creator":["Gordon-Phan, Sherron"],"dc:date.available":["2019-10-28T07:00:00Z"],"dc:description.abstract":["Communication is the foundation for conveying the overall expectations of staff by a principal and is required for educational leadership. Leaders must communicate precisely what is expected for staff members, students, and parents to do in the educational environment may be an essential element in the progression of the school environment as a whole. Traits that are associated with a leader and people who have those traits are commonly found in leadership roles (Marion & Gonzales, 2014). Principals who communicate the importance of school sustainability, attendance, retention, or graduation success may produce a connecting element when supporting the goal of improved school performance. Leaders need to explore how they communicate organizational missions and goals within their schools and strive to decrease conveying wrong messages. The principal’s communication, management, behaviors, and practices are essential components support the successful delivery and receiving of important messages.
"],"dc:identifier":["https://dune.une.edu/theses/242"],"dc:subject":["Educational Leadership"],"dc:title":["The Impact Of Principals’ Communication Practices On School Success Environment: An Intrinsic Case Study"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:27Z"}