engleski

Dimensions of Communication Styles as Teacher's Values Orientation: Characteristics and Preferences

The values observed through various authentic achievements in the educational process, in the form of the communication styles of teachers, provide insight into the complexity of the professional performance of teachers. Different individuality among teachers as well as between teachers and students makes communication even more complicated, requiring continuous professional learning and reflection on their own implicit pedagogies as teachers. In the development of competences, the teacher is expected to have a level of communication that acts according to the "we" paradigm and represents assertive communication, empathy and understanding of others and a precisely expressed common goal. Accordingly, two hypotheses were set up in the research: (H1) Teachers prefer an assertive communication style. A statistically significant difference is expected between the assertive style and other perceived communication styles and (H2) Teachers belonging to different educational areas (social and linguistic areas, natural sciences and educational areas) are not significantly different in the application of the dimensions of communication styles in educational process. The six-dimensional model of communication styles questionnaire - CSI (Communication Styles Inventory, De Vries, 2013) consisting of 96 items was applied. CSI differentiates the six dimensions of communication behavior, i.e. styles: expressiveness, preciseness, verbal aggressiveness, questioningness, emotionality, and impression manipulativeness, each of which consists of four characteristics. The survey was conducted on a stratified sample of 258 teachers in 17 regular primary schools in the Republic of Croatia (the City of Zagreb and Zagreb County). It was established that emotionality and expressiveness are the fundamental features of the perceived communication style dimensions of teachers, and assertive style is mostly associated with benevolence and universalism, however, the semi-concealed style is partially confirmed through the dimension of emotionality. There was no statistically significant difference in the application of perceived communication styles among teachers of various educational areas.

Communication Competences of Communicators, Dimensions of Communication Styles, Implicit Pedagogy, Teachers' Human Values Communication.

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