Self-Assessment of Teachers’ Communication Style and Its Impact on Their Communication Effectiveness: A Study of Indian Higher Educational Institutions

• Published in: SAGE open Vol. 11; no. 2
• Main Authors: Dhillon, Navdeep, Kaur, Gurvinder
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.04.2021; SAGE PUBLICATIONS, INC; SAGE Publishing
• Subjects: Classroom Communication; College Faculty; Communication; Communication Skills; Foreign Countries; Gender Differences; Listening Skills; Self evaluation; Self Evaluation (Individuals); Specialization; Teacher Effectiveness; Teaching Styles; India; communication effectiveness; gender; subject specialization; communication styles; classroom teaching; self-assessment
• ISSN: 2158-2440; 2158-2440
• DOI: 10.1177/21582440211023173

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.