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Levin, 2008), it can be seen as one of the most requisite tools for leaders to apply in leading organisations to accomplishment. Schein (2010) argues that leaders of organisations embed and transmit their beliefs, values and assumption to members or colleagues through a clear direction of communication. This argument can be meaningful for its own sense since in reality the key assumptions held by leaders are gotten across by messages. If the message is explicit, staff members will have a clear understanding of such assumptions they are to assimilate in the ongoing daily life of organisations (Schein, 2010). It is essential for employees in an organisation to hear constantly from the management about the whole picture of the organisation because this can foster them to understand what is happening, and link their work to the broader plan (Cameron & Green, 2009; Levin, 2008).

Referring to the viewpoint on communication among teachers of (Lieberman, 2001), it is true, in terms of change implementation, that teachers need times to discuss and share their specialization with their colleagues in order to bring about change. This is because proposed change requires both internal and external communication if it is to be likely to occur (Levin, 2008). In addition, a major change in any form can provoke complexity, anxiety, and emotional responses when staff members receive ambiguous messages about visions and strategies of organisations (Bolman & Deal, 2008; Cameron & Green, 2009; Yukl, 2002). These effects can create stress and pain for individuals, particularly when there is a prolonged transformation, disruption and relocation (Yukl, 2002). In this sense, it may be obvious that one approach of dealing with such anguish is to communicate and inform the involved persons with the progress of change, what success, what steps, and what improvements have been initiated and occurred (Mills et al., 2009; Yukl, 2002).

Regarding the approach, Bolman and Deal (2008) may be right for their argument that communications function best when there is a complicated task performed in a turbulent, rapid-changing environment. In this manner, literature drawn from Fullan( 2001) about interconnection of communication, trust and morale expose further signification in change implementation. This is to reveal that effective leaders of change should have high capability of communication skills with clear direction, while they should not ignore the trust and the morale of the colleagues or people in their organisation (Bolman & Deal, 2008; Cameron & Green, 2009; Moran, 2004; Sergiovanni, 2005). Without trust and without clear direction from the leaders, it is hard to make individuals positively respond to their leading roles and responsibilities in change implementation (Mills et al., 2009; Moran, 2004; Sergiovanni, 2005).

Such view is relevant to what pointed out by Yukl (2002) that it is vital and challenging for leaders to be responsive in communicating and facilitating the process of transmitting a major change in an organisation. In other word, leaders need to provide a clear, ongoing communication throughout the process of change. In the sphere of education, however, a clear communication plays a key role in sustaining public confidence. Levin (2008) emphasizes that it is necessary for schools to provide a wide range of information about its perf本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。