This study was conducted in India, where teachers use the lecture method of communication in the classroom. It is important for the teacher to establish credibility while communicating to motivate the students in the classroom. The study examined the relationship between teacher communication, and teacher credibility, student motivation, and academic achievement. The researcher visited 11 schools in India, and 519 ninth-grade students participated in the research. A questionnaire was prepared to collect data on teacher credibility and student motivation, and four English-subject examination grades of the participants were collected. The participants were also asked to evaluate their English teachers’ communication behavior. The data was analyzed using the linear regression analysis method, and it was found that there is a statistically significant correlation between teacher communication and teacher credibility, and between teacher communication and student motivation. The students agreed that their perception of the teacher is important for them. If a teacher is a good communicator, the students like the teacher and take an interest in the subject. If the teacher is not a good communicator, they consider that teacher incompetent and do not take an interest in the class or the subject. The research also revealed no statistically significant correlation between teacher communication and academic achievement. Further, it revealed no statistically significant correlation between student motivation and academic achievement. The result was surprising, and the researcher suggests further investigation of this topic.
|Commitee:||Broderick, Maggie, Bindig, Charles|
|School:||Concordia University (Oregon)|
|School Location:||United States -- Oregon|
|Source:||DAI-A 81/1(E), Dissertation Abstracts International|
|Subjects:||Educational administration, Educational leadership, Communication|
|Keywords:||Academic achievement, Student motivation, Teacher communication, Teacher competence, Teacher credibility, Teacher immediacy|
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