Purpose: The process of education through the relationship between students is carried out through communication. This study is meaningful in that it provides information for improving the communication skills of teachers from the viewpoint of students and finds implications for improving communication skills. Methods: The subjects of this study were 70 students enrolled in middle school and high school. A questionnaire was used that consisted of the communication skills emphasized in the specialized area of speech therapy and in the general communication process area. Results: First, among the total factors, the most significant item was role playing ability (having good communication skills). Meanwhile, in the perception of teachers with poor communication skills, the lowest item that was most significant was the ability of others to understand. Second, for each sub-domain, the question that had the best perception of the teacher was “communicate smoothly with any student,” which was question 3 of role performance. For each sub-area, the question with the least recognition of the teacher was “Ask the students how they felt about what the teacher said,” which was question 3 of understanding others. Third, in the ranking of middle and high school students on the importance of the communication ability elements of teachers, most influence was from listening ability, language ability, fluency ability, and articulation ability. Conclusions: There is a need for professional and intensive education or a support program that can satisfy the needs of teachers for communication elements.
Purpose: The process of education through the relationship between students is carried out through communication. This study is meaningful in that it provides information for improving the communication skills of teachers from the viewpoint of students and finds implications for improving communication skills. Methods: The subjects of this study were 70 students enrolled in middle school and high school. A questionnaire was used that consisted of the communication skills emphasized in the specialized area of speech therapy and in the general communication process area. Results: First, among the total factors, the most significant item was role playing ability (having good communication skills). Meanwhile, in the perception of teachers with poor communication skills, the lowest item that was most significant was the ability of others to understand. Second, for each sub-domain, the question that had the best perception of the teacher was “communicate smoothly with any student,” which was question 3 of role performance. For each sub-area, the question with the least recognition of the teacher was “Ask the students how they felt about what the teacher said,” which was question 3 of understanding others. Third, in the ranking of middle and high school students on the importance of the communication ability elements of teachers, most influence was from listening ability, language ability, fluency ability, and articulation ability. Conclusions: There is a need for professional and intensive education or a support program that can satisfy the needs of teachers for communication elements.
INTRODUCTION METHODS RESULTS DISCUSSION AND CONCLUSION
