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Abstract
There is a paucity of studies that assess the influence of communication in facilitating educational change. The purpose of this study was to examine the role of communication for high school principals in the implementation of education reform. Overall, the study found that top-down communication strategy was more prevalent in high schools. These findings are consonant with complexity theory, which posits that self-organizing activities are best promoted by interactions and connection among staff members.
Keywords principal, communication, complexity theory
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