The Correlations among the Dimensions of Teachers’ Communication Styles and Communication Etiquette

Giovanna Kirinić

Summary:  Understanding upbringing practices and respecting the need for two-way communication and reciprocal relationships among children, adults and the learning environment require a constant exploration of the common life elements and learning of all education participants. The dimensions of teachers’ communication styles allow a thorough analysis of the student–teacher relationship and an understanding of a particular communication style resulting from a teacher’s behaviour. Therefore, the aim of the research was to examine the communication skills and communication etiquette of teachers and their self-assessment of their application of different communication styles in their educational work, using a sample of 257 primary school teachers. Two instruments were used in the research: a six-dimensional Communication Styles Inventory (CSI) questionnaire (De Vries 2013) and a communication etiquette questionnaire, which, according to Watzlavick’s laws, was edited by Walroose (1974). The data obtained from the questionnaires revealed that teachers prefer a compliant, passive communication style, meaning they prefer the dimensions of preciseness and emotionality. The study results also show that teachers have some knowledge of good communication but do not fully apply it.