Teachers' dominant communication style as related to their teaching performance

Abstract

This investigation aimed at determining whether teachers' communication style would relate to their teaching performance. This descriptive-correlational research involved the 34 purposively selected secondary school English teachers in the Division of Guimaras. Ten randomly chosen students under each teacher-participant, selected through the lottery technique, evaluated the teachers' teaching performance. Data were gathered through the use of a researcher-made and validated Communication Style Questionnaire Checklist and the West Visayas State University Performance Appraisal Form for Teaching Effectiveness. Statistical tools employed were means, standard deviations, frequencies, percentages, ranks, the Chi-Square test for independence, the eta correlation, the Kolmogorov-Smirnov test, and the Kruskall-Wallis test. The .05 alpha level was used as criterion for the acceptance or rejection of the null hypothesis. All statistical computations were processed through the Statistical Package for the Social Sciences (SPSS) software. Study results revealed that, generally, the teachers had "feeler" communication style and had "outstanding" teaching performance. The study also found that teachers' communication style and teaching performance were not significantly related.