The relationships between school principals and teachers have become increasingly complex in the modern era, characterized by rapid technological and organizational changes. Alongside traditional managerial challenges—such as team leadership, promoting professional development, and motivating staff—school principals are now required to navigate dynamic and evolving processes that directly influence the pedagogical and organizational work environment.

Within this context, communication between school leadership and the teaching staff plays a central role. Open, continuous, and bidirectional communication is not merely a means of transmitting information, but rather a fundamental condition for effective management. It contributes to enhanced transparency, improved decision-making processes, and the establishment of a stable relationship based on trust, partnership, and a sense of belonging.

Research findings emphasize that the quality of interpersonal relationships between principals and teachers serves as a cornerstone of an educational institution’s success. Positive relationships do not develop spontaneously; they require ongoing investment, with open and direct communication being a necessary condition.

In the past, internal school communication relied primarily on face-to-face meetings, written notices, and bulletin boards. However, with technological advancements, digital communication channels—such as emails, information systems, and WhatsApp groups—have become an integral part of professional and team-based discourse. While these tools offer high accessibility and immediacy, they also necessitate adjustments in communication styles and the establishment of clear policies to ensure optimal professional interactions.

WhatsApp, as a widely used and accessible communication application, has become a vital component of communication within schools. It enables rapid and efficient communication between management and teachers, as well as among teachers themselves, and its use involves various advantages and disadvantages.

The aim of this study is to deepen the understanding of communication between school leadership and teaching staff, and to examine the role of technology—particularly WhatsApp—as a tool for professional communication. The study was conducted using a qualitative research approach and included interviews with 12 elementary school teachers. The findings indicate that an effective integration of structured group design, pedagogical-personal dialogue, and clear boundaries regarding time and content are essential conditions for maximizing the benefits of WhatsApp as an educational communication channel. Only under these conditions can professional support be provided alongside a strengthened sense of belonging and community within the educational staff, contributing to efficient and effective management.

The contribution of this study lies in offering insights for improving communication among educational teams and promoting a more efficient and pleasant working environment.

Keywords: WhatsApp Application, Management–teacher relationships, technology.