Evaluation of Teachers' Perception of Effective Communication Skills According to Gender

Autor/inn/en	Yavuz, Serdar; Güzel, Ümmühan
Titel	Evaluation of Teachers' Perception of Effective Communication Skills According to Gender
Quelle	In: African Educational Research Journal, 8 (2020) 1, S.134-138 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2354-2160
Schlagwörter	Teacher Attitudes; Communication Skills; Gender Differences; Classroom Communication; Empathy; Nonverbal Communication; Listening Skills; Speech Skills; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Kommunikationsstil; Geschlechterkonflikt; Klassengespräch; Empathie; Non-verbal communication; Nonverbale Kommunikation; Mündliche Leistung; Sprachfertigkeit; Ausland; Türkei
Abstract	Living things express themselves verbally, textually or physically and it is called communication. Since the first moment of life, human beings are able to express their feelings and thoughts through various methods. Communication through these transfers has sometimes resulted in teaching. Teaching generally takes place in the classroom and teachers are expected to have an effective perception of communication skills for an effective communication process in the classroom. This study aimed to investigate teachers' perceptions of effective communication skills in the classroom by taking gender into account. In this descriptive study, the participants consisted of 381 teachers. For data collection, the Classroom Effective Communication Skills Scale was administered. The five-point Likert type scale consisted of 23 items with four dimensions. The results revealed that although male and female teachers had high scores in terms of effective communication skills, no significant difference was observed between male and female teachers. According to the findings, female teachers had slightly higher scores than male teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01