Rektorers samtalsfärdigheter- Kommunikation med medarbetare i förskolan

Sammanfattning: Communication plays a pivotal role in fostering successful leadership and collaboration within educational setting, with preschools being no exception. This essay delves into the communication of preschool principals during meetings with staff. The study seeks to enhance our understanding of how preschool principals utilize communication and conversation skills in their interactions with employees, placing particular emphasis on their role as a direct link to effective leadership. The theoretical foundation of the essay primarily rests on Habermas (1996) notions of communication reason and contextual understanding, supplemented by Ärlestig (2008) insights into multidimensional communication.   Five participants were observed across a total of three meetings, as well as one fundamental interviewed each. The objective was to comprehend their practical use of communication and conversation skills, coupled with their conceptualization of conversation in general, in context of their role as principals. All data collection for this study was conducted in a digital way due to the covid-19 pandemic. Analyzing the data Gladding’s (2020) 34 conversation skills was essential buttress, which include various actions, as Kaminska (2016) describes as verbal and non-verbal in communication  The result indicates a considerable variation in the application of conversational skills among principals, though there is a tendency for the use of certain skills to be prevalent across the participant group. Active Listening, Clarifying and Summarizing emerged as the top three conversation skills consistently used by all principals. While individual variations were discernible based on personal styles, these three skills remained prominent across the board. During interviews, principals emphasized the need for adaptability and active listening in their professional roles for optimal success. This was supported by a number of researches, including Höög and Johansson (2005) and Kaminska (2016). Principals  often related their professional roles to experiences from their private lives, aligning with Habermas (1996) theory of the system of the private sphere. The interviews highlighted the evolving of the principal’s role over time, emphasizing the diverse and dynamic nature of the missions, reinforcing the necessity for diverse conversational skills and adaptability. Pedagogic leadership, views as an avenue for enhancing pedagogy and organized learning development, emerges as a critical and evolving area of responsibility.