THE IMPACT OF INSTRUCTIONAL COMMUNICATION SKILLS TRAINING ON EDUCATORS

Abstract

The topic of instructional communication skills of educators is relevant to the learning process, yet the problem exists where many educators are not sufficiently trained in effective instructional communication skills. The outcomes of effective instructional communication skills of educators can enhance communicative cognitive processing, student-teacher relationships, and student motivation and achievement. After the implementation of an instructional eight-hour training session on eight lesson topics of instructional communication skills, two volunteer educator participants indicated a positive result of the training session intervention. The quantitative data gathered from the pre-and post-assessment indicates that educator knowledge of instructional communication skills increased from 50 percent on the pre-assessment to 75 percent on the post-assessment, indicating an average increase of 25 percent. Through this result, the findings conclude that an instructional eight-hour training session has a positive impact, increasing educators’ knowledge on the topic of instructional communication skills as a direct result of the instructional eight-hour training session. It can then be inferred that such training interventions on instructional communication skills can be recommended to increase educator’s knowledge, potentially positively affecting communicative cognitive processing, student-teacher relationships, and student motivation and achievement.

KEYWORDS: Instructional Communication; Communicative Cognitive Processing; Motivation; Student-Teacher Relationships; Education.