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Implementation and evaluation of a teacher intervention program on classroom communication

Karjalainen, Suvi LU ; Sahlén, Birgitta LU ; Falck, Andreas LU ; Brännström, Jonas LU and Lyberg Åhlander, Viveka LU (2020) In Logopedics Phoniatrics Vocology 45(3). p.110-122
Abstract
Background: Media frequently report on overall work-place challenges in Swedish schools, including teachers’ working conditions, their well-being, and students’ declining results. Language is the key to success in every school subject. Therefore, optimal language learning environments are important. Poor sound environments affect teachers’ vocal health, their general well-being, and students’ performance. To provide better conditions for teachers and students, it is necessary to combine optimized room acoustics with other preventive measures such as vocal training and evidence-based tools to improve classroom communication. Teachers play a key role in the classroom and need knowledge and skills in communicative strategies to ensure... (More)
Background: Media frequently report on overall work-place challenges in Swedish schools, including teachers’ working conditions, their well-being, and students’ declining results. Language is the key to success in every school subject. Therefore, optimal language learning environments are important. Poor sound environments affect teachers’ vocal health, their general well-being, and students’ performance. To provide better conditions for teachers and students, it is necessary to combine optimized room acoustics with other preventive measures such as vocal training and evidence-based tools to improve classroom communication. Teachers play a key role in the classroom and need knowledge and skills in communicative strategies to ensure first-class communication. The purpose of this study is to explore the effects of an intervention program for primary-school teachers comprising strategies for enhanced language learning and interactions in the classroom, with focus on teachers’ verbal and body communication (voice, gaze, and gesture).

Methods: Teachers (n = 25) from seven schools teaching in school year 3–6 participated. Assessments were made pre/post intervention and at 5-weeks and 3-months follow-up. The assessments included teachers’ self-assessments (questionnaires) of vocal health, self-efficacy, stress, burnout, and psychosocial work-environment.

Results: The main results were significant decrease in voice problems at the 3-months follow-up and significant decrease of both stress and degree of burnout at 5-weeks follow-up. Self-efficacy score had increased significantly at 5-week follow-up.

Conclusion: It can be concluded that the intervention program improves teachers’ self-reported vocal health, decreases their perception of stress, and degree of burnout whilst increasing their sense of self-efficacy in classroom management. (Less)
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author
; ; ; and
organization
alternative title
Implementering och utvärdering av en lärarintervention gällande kommunikation i klassrummet
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Classroom communication, intervention, language interaction, body communication, vocal health, well-being, teachers
in
Logopedics Phoniatrics Vocology
volume
45
issue
3
pages
13 pages
publisher
Taylor & Francis
external identifiers
  • scopus:85066845974
  • pmid:31116615
ISSN
1401-5439
DOI
10.1080/14015439.2019.1595131
language
English
LU publication?
yes
id
e8dbfeb1-879c-46ed-907f-6abcab68b9c4
date added to LUP
2019-06-03 11:44:09
date last changed
2020-11-26 09:26:08
@article{e8dbfeb1-879c-46ed-907f-6abcab68b9c4,
  abstract     = {Background: Media frequently report on overall work-place challenges in Swedish schools, including teachers’ working conditions, their well-being, and students’ declining results. Language is the key to success in every school subject. Therefore, optimal language learning environments are important. Poor sound environments affect teachers’ vocal health, their general well-being, and students’ performance. To provide better conditions for teachers and students, it is necessary to combine optimized room acoustics with other preventive measures such as vocal training and evidence-based tools to improve classroom communication. Teachers play a key role in the classroom and need knowledge and skills in communicative strategies to ensure first-class communication. The purpose of this study is to explore the effects of an intervention program for primary-school teachers comprising strategies for enhanced language learning and interactions in the classroom, with focus on teachers’ verbal and body communication (voice, gaze, and gesture).<br/><br/>Methods: Teachers (n = 25) from seven schools teaching in school year 3–6 participated. Assessments were made pre/post intervention and at 5-weeks and 3-months follow-up. The assessments included teachers’ self-assessments (questionnaires) of vocal health, self-efficacy, stress, burnout, and psychosocial work-environment.<br/><br/>Results: The main results were significant decrease in voice problems at the 3-months follow-up and significant decrease of both stress and degree of burnout at 5-weeks follow-up. Self-efficacy score had increased significantly at 5-week follow-up.<br/><br/>Conclusion: It can be concluded that the intervention program improves teachers’ self-reported vocal health, decreases their perception of stress, and degree of burnout whilst increasing their sense of self-efficacy in classroom management.},
  author       = {Karjalainen, Suvi and Sahlén, Birgitta and Falck, Andreas and Brännström, Jonas and Lyberg Åhlander, Viveka},
  issn         = {1401-5439},
  language     = {eng},
  number       = {3},
  pages        = {110--122},
  publisher    = {Taylor & Francis},
  series       = {Logopedics Phoniatrics Vocology},
  title        = {Implementation and evaluation of a teacher intervention program on classroom communication},
  url          = {http://dx.doi.org/10.1080/14015439.2019.1595131},
  doi          = {10.1080/14015439.2019.1595131},
  volume       = {45},
  year         = {2020},
}