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Public School Teachers as Welcome Stakeholders in Their Profession
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Institutional structures can inhibit organizational growth and innovation leaving all stakeholders frustrated with their progress. Evidence suggests that US public schools are an organization that is currently struggling with making sufficient progress in the current culture; teachers are overwhelmed, and government reformation has been ineffective for decades. This study looks at the relationships between K12 public school teachers and their administrators to identify aspects of organizational communication inhibits the performances and growth of public-school success. Through the teacher’s surveys, levels of frustration are expressed concerning the amount of work and the time to achieve it with too little staff. While administrators argue that the budget is insufficient to meet all the needs of the schools; it is time to think outside of the Organizational norms and include a feedback loop from the teachers that addresses these gaps. By synthesizing findings from multiple disciplines in the academy, Organizational Communication Studies struck gold when recognizing that relationships are key to proactive creating and effectiveness which is supported by Buberian dialogic theory where personal exchanges allow for the mystery of creation to be most effective. For US K12 public schools to work optimally, all stakeholders, including teachers, need to have a voice in the forum.