Abstract
The excellence of educational institutions can be developed and improved by the teachers’ consistent and effective communication in classrooms. This study embarks to investigate the effect of teachers’ communication style (CS) on their communication effectiveness (CE), based on self-assessment, during classroom teaching. The results indicate that CS has significant influence on CE, with “Expressiveness” and “Preciseness” emerging as best styles of communication, whereas “Verbal Aggressiveness” has negative impact on faculties’ CE. It also investigates the differences in CE of the faculty based on their gender and subject specialization. Findings indicate gender differences on the basis of two CE variables—“Listening” and “Ability to get the Message Across.” But there is no difference in instructors’ CE when compared on basis of subject specialization. The findings of the study have implications for the faculty members to enhance their CE, by understanding their CS, which will further have an impact on students’ satisfaction and learning.
Highlights
Educational institutions play an important role in determining social awareness, cultures, interpersonal relationships, and good quality human resources for the well-being of mankind (Gonda, 2014; Habaci et al, 2013; Srivastava, 2016)
As language is a base to communication effectiveness, this study explores the difference in communication effectiveness of male and female teachers, and the proposed hypothesis is as follows: Hypothesis 2 (H2): There are gender differences in communication effectiveness of the faculty
Regression analysis was carried out to investigate the effect of communication style as independent variable on communication effectiveness as dependent variable and to find out the best predictor among the subscales
Summary
Educational institutions play an important role in determining social awareness, cultures, interpersonal relationships, and good quality human resources for the well-being of mankind (Gonda, 2014; Habaci et al, 2013; Srivastava, 2016). The focus of teachers is to make their students think and to create a structure of thought that will shape their thinking, impact their engagement, and make them self-directed (Agustiani, 2019; Hipkins, 2012; Palmerton, 1992; Sng, 2012). There are a number of deep-rooted factors that played a crucial role in defining the faculty’s interest, style, and effectiveness. The classroom teaching style is how one teaches by nature, habitual tendency, and skills (Heimlich & Norland, 2002; Peacock, 2001)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
