Cilj istraživanja bio je utvrditi povezanost između komunikacijske kompetencije
nastavnika i aktivnosti učenika na nastavi, odnosno utvrditi glavne metrijske karakteristike
upitnika za mjerenje učeničke percepcije različitih aspekata komunikacijske kompetencije
nastavnika, utvrditi učeničku percepciju komunikacijske kompetencije nastavnika, utvrditi
samoprocijenjene komunikacijske kompetencije nastavnika, utvrditi razlike između učeničke
percepcije komunikacijske kompetencije nastavnika te samoprocijenjene komunikacijske
kompetencije samih nastavnika, utvrditi razlike u poželjnosti stupnja aktivnosti učenika na
nastavi te utvrditi razlike u aktivnosti učenika na nastavi u odnosu na procijenjeni stupanj
komunikacijske kompetencije nastavnika. U istraživanju je sudjelovalo 275 učenika četvrtih
razreda i njihovih sedam nastavnika X. gimnazije iz Zagreba. Komunikacijska kompetencija
nastavnika mjerena je primjenom Skale komunikacijske kompetencije (Communicative
Competence Scale ili CCS), dok je aktivitet učenika mjeren primjenom Skale neverbalne
neposrednosti – izvještaja promatrača (NIS-O). Skala CCS pokazala se razmjerno
primjerenom hrvatskoj populaciji za sve aspekte komunikacijske kompetencije. Rezultati su
također pokazali da učenička percepcija komunikacijske kompetencije nastavnika, kao i
samoprocijenjena komunikacijska kompetencija nastavnika varira ovisno o razredima i
nastavnicima. Učeničke procjene komunikacijskih kompetencija nastavnika i samoprocjene
komunikacijskih kompetencija nastavnika se statistički značajno razlikuju u smjeru
pozitivnije samoprocjene komunikacijskih kompetencija samog nastavnika. Utvrđena je
statistički značajna povezanost između procijenjene komunikacijske kompetencije nastavnika
i aktivnosti učenika na nastavi, pri čemu je veća komunikacijska kompetencija nastavnika
povezana s negativnom aktivnosti učenika na nastavi. U kontekstu ovog istraživanja,
vjerojatno je da aktivnosti učenika utječu na aktivnosti nastavnika i obratno, što se može
pozitivno reflektirati u stvaranju i održavanju dobre razredne klime.The research of the classroom context in the last two decades suggests that the context,
i.e. more concrete variables of classroom processes have an important role in improving the
knowledge of what and how the students learn. A very important component of classroom
context is the interaction between teacher and students.Observations of classroom
developments and practices have revealed that the interpersonal behavior of teachers plays a
pivotal part in directing the flow of teaching and earning in the classroom. It is
essential,herefore, that teachers establish a rapport with students thatwill ensure smooth
functioning of the teaching-learning process. This further underscores the fruitfulness of
investigating the impact of interpersonal teacher behavior on student activities. More
specifically, research into interpersonal teacher behavior is important not only for enhancing
student outcomes, but also for improving teacher competency in classroom communication It
is widely reported that communication is reciprocal, so that the behaviors of the teacher and
students influence each other mutually.
Research goals:
This study aims to determine the relationship between the communicative competence
of teachers and student activites.
In accordance with that goal, it also aims to determine: the pychometric properites of
the questionairre that measures students' perception of different aspects of the communicative
competences of teachers - Communicative Competence Scale (CCS), to determine students'
perception of the teachers' communicative competences, to determine teachers' self-assessed
communicative competences, to determine differences between the students' perception of the
teachers' communicative competence and the teachers' self-assessed communicative
competences, to determine differences in the activity degree in the classroom and to
determine differences in the students' activity in the classroom in relation to the teachers' selfassessed
communicative competences.
Methodology
Participants:
275 students from 4th grade and their seven teachers from the „X. gimnazija, Zagreb“
high school. Instruments:
The teachers' communicative competence was measured with the Communicative
Competence Scale, and the level of the student activity was measured with the Nonverbal
Immediacy Scale - Observer Report (NIS-O).
Results:
The Communicative Competence Scale has been shown to be rather acceptable to the
Croatian population for every aspect of the communicative competence. Results have also
shown that students' perception of the teachers' communicative compentences, as well as
teachers' self-assessed communicative competence changes depending on the the class and the
the teacher. Students' perception of the teachers' communicative competence and the teachers'
self-assessed communicative compentences differ significantely in the direction of the more
positive self-perceptions of the teachers themselves. There is a significant connection between
the perceived competence of the teacher and the students' level of activity, such that the higher
the communicative competence of the teacher, the more negative will the students' activity be.
In the context of this research, it is probable that activities of the student influence activities of
the teachers, and vice versa, which can have a postitive influence in creating and mantaining
positive classroom climate
