Relationship Between Communication Skills and Classroom Management Skills of Elementary School Teachers

Abstract

This study explores the relationship between communication skills and
classroom management skills of elementary school teachers. It aims to
evaluate the proficiency of teachers in communication, assess their
classroom management abilities, and identify the correlation between these
two critical skill sets. The study was conducted among female teachers of
grades one to five in Rawalpindi's urban area, using a quantitative research
design. A total of 93 teachers from government girls' elementary schools
were selected through random sampling. Data was collected via a structured
five-point Likert scale questionnaire, measuring dimensions of
communication skills (verbal, non-verbal, written, visual) and classroom
management skills (time, discipline, instructional, resource management).
Data analysis revealed a significant positive correlation between
communication skills and effective classroom management. Findings
highlighted that the teachers with strong communication skills, particularly
in writing and verbal communication, exhibited better classroom
management. Conversely, deficiencies in specific communication domains
negatively impacted instructional management. Based on these results, the
study underscores the importance of teacher training programs focused on
enhancing communication and classroom management skills in school
teachers.