Teachers are motivated to study the relationship between communication skills in primary school in sixth grade four Tehran area

The purpose of this study is to examine the relationship between teachers’ communication skills and study motivations of students. To do that 400 people (300 students and 100 teachers) amongst teachers and students of 6-th grade of elementary school from Tehran region 4  have been chosen as statistical sample using simple random sampling based on Krejcie and Morgan Table. The Barton J.A (1990) communication skills questionnaire was used to collect data on teachers’ communication skills. This standard questionnaire includes 3 subscales: 6 items related to verbal communication skills, 6 items related to listening skills and 6 items related to feedback skills. The data collection tool used for students’ study motivations was a questionnaire developed by researchers with two components: academic and non-academic, and it was approved by specialists regarding validity and reliability (alpha 0.74). Assumptions of the study have been examined using Pearson Correlation Coefficient. Results showed that one of the subscales (i.e. listening skills) did not have a meaningful relationship with study motivations but the other two (i.e. verbal and feedback skills) had. There has been a meaningful relationship as a whole between teachers’ communication skills and students’ study motivation, mostly at academic levels and no significant relationship was found at non-academic levels.  Hence based on the results from this study teachers have succeeded in using their verbal expression skills and also their feedback skills effectively to improve students’ study motivations. More discussions and comparisons are included in the passage.