Communication is the key to effective leadership as well as good leader-follower relationships. For this reason, both personnel success model and principled personnel model depend on the school’s principal being an effective communicator. This is because both models work to achieving the same principals thus in case of a principal who is a poor communicator both models fail to achieve whatever objectives they are supposed to achieve. Some of the reasons why these models depend on effective communication of the principal include; first of all they require that the principals should appreciate the personnel whenever they perform a good job which is facilitated through communication (Sorenson & Goldsmith, 2009) .
Good communication involves empathy from the principal to the personnel. This is a sign of care and concern for the followers which can only be expressed through effective communication. Apart from being empathetic, the two models advocate for truthfulness which creates trust between the principal and the personnel (Sorenson & Goldsmith, 2009) . It’s important for the principal to be honest when discussing any topic with the followers no matter how challenging it might be. It’s a good trait that earns one respect and trust from the followers (Baldwin & Chang, 2007) . Clarity is another requirement for effective communication that principals should embrace. This entails understanding the message and passing it clearly to the personnel in a manner that everyone will understand it as it implies. This also involves choosing the right means of commutation preferred for the message being communicated.
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On the other hand, a principal who is a poor communicator negatively affects the personnel and the school in turn. Poor communication results in misunderstanding between the principal and the personnel. This may result in conflicts whereby both parties blame one another for any mistakes made or inconveniences caused (Sorenson & Goldsmith, 2009) . It results in delayed work and also poorly finished job which is a great loss for the school. Its normal for personnel to have big expectations from their leader thus they always look up to them as role models. These expectations can be cut due to poor communication. If the leader cannot communicate well and clearly to the followers then they lose a sense of admiration for the principal. This can result in disrespect and the school ends up losing someone who can put things in order since no one can listen and obey the principal. The entire personnel loses focus and the school suffers from failure due to underachieved goals.
Strategies can be implemented in an effective way to ensure that collegial relationships lead to effective collaboration and shared ownership of the campus vision through the following ways; the first and the most important thing that should be done is to create shared goals and a vision (Caskey &Carpenter, 2018) . This creates a sense of togetherness and direction for everybody. It ensures that everybody works towards achieving a common goal thus the whole team focuses its energy on that one common thing that's supposed to be achieved. The second way to effectively implement strategies is by use of effective communication through dialogues and discussions (Caskey &Carpenter, 2018) . This is a way of giving the person an opportunity to air their views and opinions about any issue that requires their attention. It’s used as a means of inclusion whereby the personnel feel useful and appreciated as part of the school. Through communication, diversified ideas and thoughts are brought to the table for discussions and the best are implemented.
References
Caskey &Carpenter, M. (2018). Models for teacher collaboration are ineffective without true participation. Retrieved from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/446/Building-Teacher-Collaboration-School-wide.aspx
Baldwin, R., & Chang, D. (2007). Collaborating to Learn, Learning to Collaborate. Retrieved from https://www.aacu.org/publications-research/periodicals/collaborating-learn-learning-collaborate
Sorenson, R., & Goldsmith, L. (2009). The principal's guide to managing school personnel . Thousand Oaks, Calif.: Corwin Press.
