Content area
Abstract
The purpose of this study was to generate a theory on the language of leaders in educational environments. The study integrated field studies with theoretical orientations to develop a comprehensive, substantive theory.
A qualitative research design based on grounded theory methods was used for formulation of grounded theory. In addition to the literature, data for the study included participant observations, language sample analysis, and interviews. The data were systematically coded and analyzed using the procedures for constant comparative analysis and theoretical sampling.
The theory is presented in six major themes inductively derived through analysis of the data using the grounded theory method. The themes include: Recognition of Listeners' Needs for Attending, Recognition of Listeners' Self-Worth, Recognition of Listeners' Individual Differences, Recognition of Relevancy, Recognition of Humor, and Recognition of Self-Disclosure.
This study has significance for those professionals interested in educating, training, or engaging in activities in which they wish to communicate effectively. This study also contributes to the literature by providing information on the language behaviors of leaders in naturalistic environments.
