Communicating for Workplace Connection: A Longitudinal Study of the Outcomes of Listening Training on Teachers' Autonomy, Psychological Safety, and Relational Climate

Autor/inn/en	Itzchakov, Guy; Weinstein, Netta; Vinokur, Eli; Yomtovian, Avinoam
Titel	Communicating for Workplace Connection: A Longitudinal Study of the Outcomes of Listening Training on Teachers' Autonomy, Psychological Safety, and Relational Climate
Quelle	In: Psychology in the Schools, 60 (2023) 4, S.1279-1298 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Itzchakov, Guy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22835
Schlagwörter	Elementary School Teachers; Listening; Teacher Education; Professional Autonomy; Safety; Psychological Needs; Communication Skills; Work Environment; Organizational Climate; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hörvorgang; Zuhören; Lehrerausbildung; Lehrerbildung; Berufsfreiheit; Sicherheit; Kommunikationsstil; Arbeitsmilieu; Organisationsklima; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Training teachers to listen may enable them to experience increasingly attentive and open peer relationships at work. In the present research, we examined the outcomes of a year-long listening training on school teachers' listening abilities and its downstream consequences on their relational climate, autonomy, and psychological safety. Teachers in two elementary schools engaged in a similar listening training program throughout the entire school year. The measures included indicators of a supportive relational climate that are known to be important to teacher well-being, namely, autonomy, psychological safety, and relational energy. Results of growth curve modeling showed linear increases in all three outcomes, such that more listening training corresponded to a more positive relational climate. Specifically, the teachers reported increasingly higher quality listening from their group-member teachers, felt more autonomy-satisfied, psychologically safe, and relationally energetic. Furthermore, latent growth curve modeling indicated that the teachers' listening perception was positively and significantly associated with all three outcomes. We concluded that listening training is associated with teachers perceiving higher quality listening from their peers and, therefore, feeling more autonomy satisfied, psychologically safe, and relationally energetic and discuss theoretical and practical implications. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01