<![CDATA[Schools often attempt to improve communication through clearer procedures and increased supervision; however, teachers may still hesitate to initiate discussions. In hierarchical educational settings, issues are frequently addressed only after they escalate, limiting collaborative problem-solving and slowing decision-making. This study examines how everyday leadership responses influence communication openness within a school environment. The study employed a qualitative practitioner inquiry methodology. Analysis focused on three behavioral indicators: timing of communication (early vs. delayed), participation level (passive vs. initiating), and conversational tone (defensive vs. exploratory). Data were collected using questionnaires to map the existence of the issue. Open-ended questionnaire responses were used for triangulation to confirm the findings.]]>
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