ABSTRACT
A great deal of staff non-lesson time in schools is spent in communicating and this takes place on various levels: interpersonal, interdepartmental, intra-departmental, and interorganisational, between the school and its environment and in other ways which defy simple classification. Communication relationships imposed on a group of teachers are commonly described as formal networks; networks which emerge as the result of the needs and preferences of teachers are considered to be informal and often referred to as the 'Grapevine'. Although communications may appear to have a dominant organisational direction there must be a cyclical character to all communication activities, in order that feedback may be encouraged. Continuity and accuracy of feedback, particularly where problems are emerging, can go a long way to obviating the need for 'crisis management' and 'ad hoc' decisions. Good managers pay attention to the proper functioning of the school office and its contribution to effective communication.
