ate can have strongly negative consequences on employee attendance, safety, satisfaction, and performance (for example: Student, 1968; Bachman, Smith, & Slesinger, 1966; Ivancevitch, & Donnelly, 1970; Natemeyer, 1975; Mulder, Kappelaar, deJong, & Verhage, 1986; Abdalla, 1987). This research and the associated literature suggest that differing leader/subordinate expectations for their relationship result in the use by a leader of certain kinds of power considered by his or her subordinate as inappropriate for their relationship and/or the extant situational or contextual variables. While there may be a continuation of this condition for some time, ultimately it is likely to result in some measure of non-compliance and a redefinition of the relationship along less favorable lines by both sides, and possibly its termination.
The literature is full of references to the fact that satisfactory interpersonal relationships on the job as well as in other social milieus require clear communication, both verbal and nonverbal. Varying expectations for a work or other relationship is frequently the result of miscommunication. Henderson (1989) notes that 85 percent of all communication is received through nonverbal channels. It is therefore likely that much of this miscommunication between leaders and their subordinates occurs in the non-verbal area. What is needed, therefore, is a better understanding of the factors which contribute to non-verbal miscommunication, the impact of such miscommunication on subordinate satisfaction and school performance, and the factors which promote more effective nonverbal communication. This study will examine selected influences on nonverbal communication in selected public and private school settings with the hope of contributing to such an understanding
The purpose of the study is to examine the influence of selected factors on public and private school leader/subordinate interpersonal relationship...