Abstract

The main purpose of this study is to develop a scale intended for identifying the school administrators’ nonverbal communication skills, and establish the relationship between the nonverbal communication skills of school administrators and job performance of teachers. The study was conducted in three stages. The first stage involved the creation of a pool of items based on a literature review, and the performance of an initial pilot test for item analysis. In the initial pilot test, the scale was applied to 109 primary school teachers. In the second pilot test, the validity and reliability of the scale was tested by being applied to 220 teachers. According to the exploratory factor analysis results, the scale consisted of 29 items and seven sub dimensions. The contribution made to the variance by sub dimensions was 71.93. Factor loadings varied between 0.57 and 0.87. The confirmatory factor analysis (χ2/df, 1.365; RMSEA, 0.041; CFI, 0.965; IFI, 0.966; GFI, 0.869; AGFI, 0.858; RMR, 0.058) was conducted on the structure resulting from the performance of the exploratory and the validity of the structure was established. The Cronbach Alpha value of the scale was established as 0.897. The third stage of the study saw the performance of a study conducted on 289 teachers with a view to presenting the relationship between the nonverbal communication skills of school administrators and the job performance of teachers. According to the results, there is a positively significant relationship between the nonverbal communication skills of school administrators and the job performance of teachers (r=0.41, p<0.01).

Key words: School administrators, nonverbal communication skills, teacher job performance.