Teacher Communication Behaviors Research Articles

Towards the implications of positive teacher interpersonal behaviors for Spanish learners’ academic engagement: Voices from Chinese SFL learners

With the advent of positive psychology in the area of language education, more focus has been placed on the consequences of favorable teacher communication behaviors in language classes. Nonetheless, the function of language instructors' interpersonal behaviors in raising learners' engagement is somehow unknown. Furthermore, to the best of our knowledge, no research study has been carried out in Spanish language classes to explore the function of teacher communication behaviors in learners' engagement. To fill this lacuna, the current inquiry looked into the role of teachers' positive interpersonal factors in Chinese SFL learners' behavioral, cognitive, and emotional engagement. For this purpose, a random sample of 32 SFL learners was chosen to participate in our online interview sessions. The answers of SFL learners to the interview questions were thematically analyzed via MAXQDA software. The thematic analysis findings pointed to the value of teacher communication behaviors in improving SFL learners' engagement. The analysis outcomes also demonstrated the potential of 11 positive interpersonal behaviors (rapport, care, clarity, credibility, confirmation, immediacy, closeness, praise, feedback, respect, and stroke) in increasing Spanish language learners' academic engagement. The practical implications that may emerge from the present study's outcomes are finally discussed.

Gambaran Perilaku Komunikasi Guru Sekolah Menengah Pertama berdasarkan Konstruk Teacher Communication Behaviour Questionnaire (TCBQ)

This study aims to describe communication behavior of Indonesian junior high school teachers based on the construct of the Teacher Communication Behavior Questionnaire (TCBQ). It was conducted in response to the need to develop teacher communication measurement with a clear construct to improve the quality of teacher communication research in Indonesia. Culture plays an important role in affecting communication behavior. It is necessary to study whether TCBQ's constructs are also found in teacher communication in Indonesia. Teacher communication behavior is important for learning, especially for students in early adolescence. This research used qualitative descriptive. Eleven junior high school teachers participated in this study using naturalistic observation obtained through video recording in the classroom. The results showed that according to the TCBQ perspective, participants perform four types of communication behavior: (1) challenging; (2) encouraging-praise; (3) understanding-friendly; and (4) controlling.

THE RELATIONSHIP BETWEEN EFFECTIVE TEACHER COMMUNICATION AND BULLYING BEHAVIOR OF CLASS X AND XI STUDENTS AT MUTIARA HIGH SCHOOL 17 AUGUST, BEKASI CITY, 2023

Background: Bullying is one of the serious problems in many countries, including Indonesia. Data recorded by KPAI from 2011 to 2019, bullying is still a dominating case of violence in the world of education. Bullying is an international problem that crosses lines of gender, economic status, culture, and race. Bullying is also a form of the most common violence in today's society, Bullying is described as deliberate, unwanted, aggressive repetitive behavior involving a real or perceived imbalance of power. Bullying is a public health problem that constantly impacts various aspects of life. Research Objective to determine the relationship between effective teacher communication and student bullying behavior at SMK Mutiara August 17, class X and XI Bekasi Bekasi in 2023. Research Method: This type of research uses quantitative research that aims to describe a phenomenon based on the data obtained. The design in this study uses Observational Analytics with a Cross sectional statistical approach. Cross Sectional approach is a study that aims to determine the relationship between two variables. Research Results: Based on the results of the Chi Square statistical test output with a 95% confidence level, a P Value of 0.003 was obtained. This shows that P Value (0.003 ) < α value (0.05). It can be concluded that Ha is accepted. Conclusion: There is a relationship between effective communication between teachers and bullies of grade x and XL students of SMK Mutiara August 17, Bekasi City in 2023.

TEACHER COMMUNICATION BEHAVIOR AND CLASSROOM ENVIRONMENT AS PEDAGOGICAL FACTORS TO THE CULINARY COMPETENCE OF SENIOR HIGH SCHOOL STUDENTS

This study determined which domain, the teacher communication behavior, and the classroom environment, best influences the culinary competence of senior high school students for the year 2020 to 2021 in five (5) selected public secondary schools in the Province of Davao Occidental, Region XI, Philippines using a non-experimental quantitative descriptive-correlational research design. In analysing the data, weighted mean, standard deviation, Pearson r, and Spearman Rho coefficient were utilized. Findings show the levels of teacher communication behavior (TCB), classroom environment (CE) and culinary competence (CC) are “High”, and a significant relationship between TCB and CC, between CE and CC existed. None of the indicators would best influence culinary competence. It suggested that a conducive learning and working environment may have a significant relationship with the acquisition, development, and improvement of culinary competence but teachers will not have to make up for poor-quality materials with wrong or out-of-date information or methods that do not work.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0095/a.php" alt="Hit counter" /></p>

The Student Veteran Instructional Communication Training (SVIC): An Analysis of Student Veteran Instructional Needs and Corresponding Instructional Behaviors

Student veteran’s (SV) transition into academic life is challenging, and faculty/staff are uniquely positioned to support this change. Research calls for academic faculty/staff training to support SVs’ and aid in their retention and academic success. Framed by Rhetorical and Relational Goal Theory (RRGT; Mottet et al., 2006), qualitative data identified SVs’ instructional communication needs and produced a faculty/staff training program. Twenty-three SVs were interviewed about their instructional communication needs, namely, a need for: Structure, Integration, and Awareness. These needs were translated into instructor communication behaviors, and a SV instructional communication training (SVIC) was created to (a) promote organization, (b) facilitate assimilation, and (c) demonstrate conscientiousness to meet the rhetorical and relational of SVs.

Perilaku Komunikasi Guru SMA di Kota Bandung dalam Pembelajaran Daring di Masa Pandemi COVID-19

Government of Indonesia issue a social restriction policy to slow the acceleration of COVID-19 spread. One of them is online learning, which uses the method of learning from face-to-face to online meetings. It is adapted to students from elementary schools to higher education. These changes have implications for changes in teacher communication behavior in conveying learning to their students. Teachers and students who were used to face to-face learning also made adaptations. This study revealed the communication behavior of high school teachers in the city of Bandung in online learning during the COVID-19 pandemic. This study uses a qualitative method with a phenomenological approach, to explore the communication behavior of high school teachers in the city of Bandung in delivering learning materials to their students online during the COVID-19 pandemic. Data were collected through interviews with selected high school teachers. We also use related sources of literature and literature as supporting data. The results showed that the communication behavior of high school teachers in the city of Bandung in online learning during the COVID-19 pandemic was essentially conveying learning material to students using internet-based media or applications. These conditions encourage teachers how to use the applications to convey learning material to students. The teachers communication behavior with students during the COVID-19 pandemic was adaptive, according to the situations and conditions they faced. Among other things, reducing the number of subjects, shortened the study hours, and duration of learning, and giving tolerance to students in conducting assignments. Communication with fellow teachers is supportive, by helping master the use of applications. The selection of learning applications adapts to the ability of teachers and students to use it. Obstacles in online learning subsist of technical and non-technical obstacles. Teachers interpret online learning as an opportunity to learn technology and apply it to learning creatively. The conclusion of this study, online learning, changes the communication behavior of teachers in conveying learning material to their students and interpreting it as an opportunity to learn to master technology.

THE MEDIATING EFFECT OF SCHOOL CLIMATE ON THE RELATIONSHIP BETWEEN TEACHER COMMUNICATION BEHAVIOR AND STUDENT ENGAGEMENT

The purpose of this study was to determine the mediating effect of school climate on the relationship between teacher communication behavior and student engagement. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are students who belong to the senior high school department, particularly Grade levels 11 and 12 of the three national high schools under the division of Davao Del Sur in the province of Davao Del Sur. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using Sobel z-test. From the results of the study, it was found that there is a high level of mean score for teacher communication behaviour and very high levels of mean scores for school climate and student engagement. Also, results revealed that there is a significant relationship between teacher communication behaviour and student engagement, a significant relationship between teacher communication behaviour and school climate and a significant relationship between school climate and student engagement. Further, it was revealed that there was full mediation on the effect of school climate on the relationship between teacher communication behaviour and student engagement. This implies that the teacher’s communication behaviour conveys the school climate.

초등교사의 비언어적 의사소통 행동 유형 연구

Objectives This study is to explore the types of nonverbal communication behaviors of elementary school teachers based on communication theory. Methods This study was conducted as a philosophical and psychological integrated approach to education that can scientifically support various perspectives on human behavior and human behavior and psychological processes for the study of teachers' nonverbal communication behavioral types. Based on the communication theoretical exploration of Jurgen Habermas and Satir, a literature study was conducted on the types of nonverbal communication behaviors of teachers. Results Looking at many previous studies, the nonverbal communication behaviors of teachers focused on the personal aspect with emphasis on the teacher's personality traits. In this study, the teacher's nonverbal communication behavior was considered not only in the personal aspect of the teacher but also in the social and environmental context through Habermas and Satir's communication theoretical exploration and classification of nonverbal behavioral factors according to previous studies on nonverbal communication behavior. The behavioral patterns that appear according to the necessity of children were divided into two types: body language type and environment language type. As sub-elements, body language type communication behavior types using body organs such as body movements, body sensations, and voices, and environmental language type communication behavior types using physical time and space, artificial symbols, and social systems as sub-elements. classified. Conclusions Conclusion When looking at the types of communication behaviors of teachers in the existing studies in the context of elementary school classrooms, our gaze is focused on the teacher's individual personality traits and the differences between verbal communication behavior and nonverbal communication behavior. There have been many studies that have measured the frequency. In this study, which was conducted to overcome the limitations that were difficult to categorize because the complexity of the nonverbal communication system and the range of its elements are very wide, based on the communication theory of Habermas and Satir, various nonverbal elements appearing in the nonverbal communication behavior of teachers were identified as common. In addition to understanding the characteristics of an individual teacher with a body, the teacher's communication behavior type is an integrated perspective of the temporal and spatial environment of school, classroom, class, and situation, which are the real life contexts in which the individual is involved. will have to be understood as.

A STRUCTURAL EQUATION MODEL FOR TECHNICAL WRITING COMPETENCY OF STUDENTS

The general purpose of this study is to investigate the best fit model for the ability of students in technical writing that used structural equation modeling (SEM) as the basis for the design of the instrument in analyzing the relationship between affective factors, teacher communication behavior, vocabulary learning strategies and technical writing competency. A descriptive-causal design and stratified random sampling technique were used to select 400 students. Four questionnaires were used to collect data through an e-survey. Mean, standard deviation, Pearson product-moment correlation and multiple regression analysis were also used to analyze the data collected. It was found that all the variables are at a high level which means that the respondents are often exhibiting them. The affective factors, teachers communication behavior, and vocabulary learning strategy have a significant relationship with students competency in technical writing. The most appropriate technical writing competency model is model 5 with attitude and skill indicators. Motivation and self-confidence are indicators of the affective factor. Challenging, encouragement and praise, understanding and friendly are the teachers behavior in communication. Vocabulary learning strategy with cognitive, metacognitive, memory, and determination indicators. It only indicates that the affective factor, teachers communication behavior, and vocabulary learning strategy plays an important role in students technical writing competency. KEYWORDS: education, affective factors, teacher communication behavior, vocabulary learning strategies, technical writing competency, SEM, Philippines.

The Mediating Effect of Classroom Climate on the Relationship between Teacher Communication Behavior and Science-Related Attitudes of the Students

The Mediating Effect of Classroom Climate on the Relationship between Teacher Communication Behavior and Science-Related Attitudes of the Students

Student-instructor relationships and ethics education: examining student perceptions of the integrative ethical education model

The National Communication Association has positioned ethics education as a key student learning outcome for those graduating with a degree in communication. However, as central as this learning outcome is, few studies, within communication and across disciplines investigating teaching/learning, have explored specific instructor behaviors that promote students’ ethical development. This study explores how instructor behaviors are recognized by students as fulfilling the integrative ethical education (IEE) model. A relationally based approach, the tenets of the IEE model propose pedagogical practices that can be implemented in order to promote student learning and ethical development. Conducting a thematic analysis of focus group and interview data, we identified specific instructor communication behaviors students connected to the IEE model. Further, our findings suggest that central to implementing the IEE model are the development of a strong student-instructor relationship and classroom community. Implications for ethics education in communication and future research directions are discussed.

AN ANALYSIS OF TEACHER COMMUNICATION BEHAVIORS THAT FACILITATE THE TEACHER-STUDENT RELATIONSHIP IN MIDDLE SCHOOL

This study focused on teacher communication behaviors and teacher-student interactions in the middle school setting as they relate to teacher-student relationships. Thirty-seven teachers and 218 sixth, seventh, and eighth grade students participated in this explanatory sequential mixed methods study. The Questionnaire on Teacher Interaction (QTI) survey was employed to measure ideal teacher communication behaviors and actual teacher communication behaviors in the middle school classroom. Implications for middle school education are discussed, including recommendations for future study with communication behaviors and teacher-student relationships.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0821/a.php" alt="Hit counter" /></p>

Students’ Perceptions of Teachers’ Gender-Biased Treatments in the Classroom Context

Much research has been undertaken to examine teachers’ differential treatment of boys and girls, and the way this biased practice affects their academic achievement. There is a dearth however of research investigating students’ perceptions of gender bias which shapes most of the EFL classroom practices. This study comes to fill in this gap in research assessing Moroccan EFL learners’ perceptions of their teachers’ differential treatment. Relying on the implementation of She & Fisher’s (2002) Teacher Communication Behavior Questionnaire (TCBQ), this study examined the relationship between students’ perceptions of teacher differential treatment and their academic achievement. Based on a quantitative case study design, the data were collected from a convenience sample of n= 92 Moroccan EFL students from Moulay Ismail University. The findings added empirical support for She & Fisher’s (2002) TCBQ effectiveness in measuring teacher behavior. Correlational analyses provided evidence of a statistically significant relationship between academic achievement and TDT. Also, using a regression analysis test, TDT was found to be a strong predictor of academic achievement. The results also revealed a divergence in the perceptions of males and females of the five dimensions of TDT and an alarmingly significant difference in scholastic attainment in favor of girls. These findings have implications on EFL teacher-student interactions at the university level in general and on the education of boys in particular.

Student Perceptions of Science Teacher Communication Behavior in Jordan

Student Perceptions of Science Teacher Communication Behavior in Jordan

Upside down/side up: problematizing teacher communication behaviors and learning outcomes in communication

Coach was smiling and talking like we were BFFs. I mean, this was our first session! I wanted to say: you don’t know me, don’t pretend we’re close. So … ya, I didn’t really hear anything she said a...

Understanding Instructor Nonverbal Immediacy, Verbal Immediacy, and Student Motivation at a Small Liberal Arts University

Abstract Instructor communication behaviors and student motivation to learn relationships were studied at a small liberal arts university. Specifically, relationships between instructor nonverbal immediacy, verbal immediacy behaviors and student motivation to learn were measured. Only instructor verbal immediacy behaviors had a significant linear regression relationship result with student motivation to learn. These results from a small liberal arts university are discussed in reference to previous research that measured these variables primarily at research universities. The results and implications are addressed for instructors and administrators.

Motivating College Students: An Exploration of Psychological Needs from a Communication Perspective

The purpose of this study was to identify the various ways that instructors communicatively fulfill college students’ basic psychological needs (i.e. autonomy, competence, relatedness) in the classroom. Participants were 119 undergraduate students who completed open-ended, self-report questionnaires. Analyses of the coded data revealed that a variety of instructor communication behaviors and practices previously identified in the effective teaching literature fulfill students’ needs for autonomy, competence, and relatedness. According to Deci and Ryan’s (1985) self-determination theory, the fulfillment of these needs intrinsically motivates students to learn, develops their cognitive capacities, and equips them for short-term and long-term success.

Strategi Pengembangan Perilaku Komunikasi Guru Responsif Gender

<p>The teacher is a strategic factor in the learning process. For that teachers must have good skills, especially the ability to communicate, because the whole learning process is closely related to communication. But the reality has not been able to optimize the ability of the teacher to the students of boys and girls. This study aims to develop the communication behavior of a gender responsive teachers. The study was designed as ekplanatory survey research conducted by two hundred the number of respondents using Taro Yamane formula. This research was conducted in the city of Padang and Padang Pariaman since June-December 2013. Results showed that the strategy of development of gender responsive teacher communication behaviors through strengthening the internal and external factors.</p><p>Keywords: teacher, strategies, gender responsive, learning process</p>

Can Teacher Immediacy Reduce the Impact of Verbal Aggressiveness? Examining Effects on Student Outcomes and Perceptions of Teacher Credibility

Prior research suggests that teacher immediacy potentially can subdue the adverse effects of negative teacher communication behaviors. This study explored the effects of teacher immediacy and verbal aggressiveness on student outcomes and perceptions of teacher credibility. The results suggest that, while high levels of immediacy and the absence of verbal aggression generate the highest student motivation, affective learning, and positive perception of classroom climate, teachers can use immediacy to reduce the negative effects of verbal aggression in the classroom. Findings also indicate that high amounts of verbal aggression can lead students to perceive teachers as less credible regardless of the teacher's use of immediacy.

Applying Instructor Communication Behaviors and Learning Outcomes to the Pediatrician-Parent Context

To examine instructional communication behaviors in the medical context and to explore the role of health literacy in pediatrician-parent relationships, the current study assessed parents’ (N = 299) perceptions of their pediatricians’ nonverbal immediacy, clarity, and verbal receptivity and their own communication satisfaction, affective learning, and cognitive learning. Results demonstrated that when pediatricians are nonverbally immediate, clear, and verbally receptive, parents report that they are satisfied with their pediatricians’ communication, affectively predisposed toward their pediatricians, and able to recall their pediatricians’ medical directives. Further, health literacy moderates the relationships between pediatricians’ behaviors and parent outcomes such that for parents with low health literacy, pediatricians’ use of nonverbal immediacy and verbal receptivity was related to higher affective and cognitive learning.