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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue VIII, August 2025

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An Empirical Study on High School Teachers' Perceptions of the

Need for Professional Communication Training for Contemporary

High School Students: A Study With Reference to the DK District

of Karnataka

Dr Ganesha Acharya B

, Arun

and Vijetha

Coordinator, Dept. of P G Studies in Commerce, Govinda Dasa College, Surathkal

2,3

1st M Com, Department of P G Studies in Commerce, Govinda Dasa College, Surathkal

DOI: https://doi.org/10.51583/IJLTEMAS.2025.1408000091

Abstract: This empirical study investigates high school teachers’ perceptions of the need for professional communication

training for contemporary high school students, focusing on the DK District of Karnataka. A sample of 204 teachers participated

by responding to a structured questionnaire based on a 5-point Likert scale assessing their awareness, attitudes, willingness to

support communication training, and perceived challenges. Descriptive statistics showed that teachers generally hold positive

attitudes toward the integration of communication skills in the curriculum. One-sample t-test results revealed statistically

significant support for communication training, with p-values less than 0.05, confirming teachers’ recognition of its importance

for students’ academic success, career readiness, and holistic development. However, respondents also identified significant

barriers, including inadequate training opportunities, limited resources, and insufficient institutional backing. The study

underscores the urgent need for targeted professional development programs and systemic support to enhance the effective

implementation of communication training in high schools within the DK District and similar contexts.

Keywords: Communication Training, Teacher Perceptions, Curriculum Integration, Professional Development, Karnataka.

I. Introduction of the Study

In the rapidly evolving educational and professional landscape of the 21st century, effective communication skills have emerged

as one of the most critical competencies for student success. While traditional education systems in India, particularly at the high

school level, continue to emphasize academic excellence, there is a growing demand for the integration of professional

communication training to better prepare students for real-world challenges. The ability to communicate clearly, confidently, and

professionally is not only essential for academic achievements but also for enhancing employability, social adaptability, and

leadership potential.

In regions like the Dakshina Kannada (DK) District of Karnataka, known for its educational prominence, schools are increasingly

recognizing the need to supplement academic instruction with practical skill development. However, the effectiveness of such

integration largely depends on the perceptions, awareness, and readiness of high school teachers, who play a pivotal role in

shaping students' learning environments.

Teachers' attitudes towards communication training, their perceived benefits for students, and the challenges they face in

implementing such training are crucial factors that influence whether these essential skills are adequately fostered in schools.

Despite the apparent importance, limited empirical research has been conducted to explore the depth of teachers’ perceptions

regarding the need for professional communication skills in high schools, especially in the DK District context. This study seeks

to address this gap by systematically analyzing teachers’ awareness, perceived impacts, implementation challenges, and

willingness to integrate professional communication training in their teaching practices.

Objectives of the Study

 To assess high school teachers’ awareness of professional communication skills.

 To evaluate perceived impacts of communication training on students.

 To identify challenges teachers face in implementing such training.

 To examine teachers’ willingness to support and integrate communication instruction.

II. Literature Review

 In the 21st century, professional communication skills have become essential for students, not only for academic success

but also for career readiness and social adaptability. There is a growing recognition that effective communication is a

vital employability skill. However, the extent to which these skills are emphasized in high schools, and teachers’

perceptions of their importance, varies across educational contexts.

 The Importance of Professional Communication Skills: Communication skills are critical for students' personal,

academic, and professional development. According to Kong (2014), communication competence is foundational for

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students to express ideas clearly, collaborate effectively, and adapt to diverse environments. Schools are increasingly

expected to prepare students not only academically but also to equip them with skills that are directly transferable to the

workplace.

 Teachers’ Role in Communication Skill Development: High school teachers play a crucial role in shaping students'

communication abilities. Research by Akhiar et al. (2017) emphasizes that teachers’ awareness and positive attitudes

towards communication training significantly influence how these skills are integrated into classroom activities. When

teachers understand the long-term benefits of communication training, they are more likely to support and encourage it.

 Perceived Impact on Students' Academic and Career Success: Studies indicate that students who develop strong

communication skills perform better in both academic and professional settings. Robles (2012) identifies communication

as one of the "soft skills" most desired by employers and a key contributor to students’ future employability. Teachers

often perceive that communication training enhances students’ self-confidence, presentation skills, and employability

prospects.

 Challenges in Implementation: Despite recognizing the importance of communication training, teachers often face

practical barriers such as lack of time, inadequate training, and rigid academic schedules. Jain and Anjuman (2013)

highlighted that many schools do not formally incorporate communication skills into the curriculum, making it difficult

for teachers to find opportunities to address these competencies effectively.

 Teachers’ Willingness to Support Communication Training: Teachers’ willingness to adopt and promote communication

skill development is closely linked to their own training and institutional support. Nazneem et al. (2020) found that when

schools provide resources, workshops, and incentives, teachers are more inclined to integrate communication-based

activities in their lessons.

 The reviewed literature consistently demonstrates that professional communication skills are essential for contemporary

high school students. Teachers generally recognize their importance but may face systemic barriers to effective

implementation. Understanding teachers' perceptions, challenges, and willingness is essential to designing strategies that

successfully embed communication training in schools.

Statement of the Problem

In today’s competitive and globalized world, communication skills are no longer optional; they are essential. However, a

significant concern in the Indian high school education system is the insufficient emphasis on the structured development of

professional communication skills among students. While teachers may acknowledge the importance of these skills, there is

limited evidence on whether they actively promote communication training or face barriers that prevent its effective integration

into the school curriculum.

In the Dakshina Kannada District of Karnataka, where educational standards are notably high, the lack of systematic

communication training could hinder students' overall personal and professional growth. Moreover, teachers’ perceptions, which

heavily influence the adoption of new teaching practices, remain underexplored in this context.

Therefore, the central problem addressed in this study is: To what extent are high school teachers aware of, perceive the

importance of, and are willing to support professional communication training for students, and what challenges do they

encounter in implementing such training in the DK District of Karnataka?

This research aims to bridge the knowledge gap by providing empirical insights into teachers’ perspectives, which can further

inform educational policymakers, curriculum designers, and school administrators about the necessity and feasibility of

integrating professional communication skills training at the high school level.

Hypotheses for the Study

1. Null Hypothesis: High school teachers are not aware of the importance of professional communication skills for

contemporary high school students.

Alternative Hypothesis: High school teachers are aware of the importance of professional communication skills for

contemporary high school students.

2. Null Hypothesis: High school teachers perceive no significant impact of communication training on students’ academic and

career success.

Alternative Hypothesis: High school teachers perceive a significant positive impact of communication training on students’

academic and career success.

3. Null Hypothesis: High school teachers do not face significant challenges in implementing professional communication

training in schools.

Alternative Hypothesis: High school teachers face significant challenges in implementing professional communication

training in schools.

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4. Null Hypothesis: High school teachers are not willing to support and integrate professional communication training into the

school curriculum.

Alternative Hypothesis: High school teachers are willing to support and integrate professional communication training into

the school curriculum.

III. Research Methodology

1. Research Design: The present study adopts a descriptive and empirical research design to assess and analyze high school

teachers’ perceptions regarding the need for professional communication training for students. The study relies on primary

data collected through structured questionnaires.

2. Population and Sampling

Population: The population for this study includes high school teachers from government, aided, and unaided schools in

the Dakshina Kannada (DK) District of Karnataka.

Sample Size: A total of 204 high school teachers were selected for the study. Out of 297 Google Forms distributed, a total

of 251 responses were received, of which 7 responses were incomplete. Hence, the effective sample size considered for

analysis in this study is 204 valid responses.

Sampling Technique: The study employed stratified random sampling to ensure appropriate representation from various

types of schools (government, aided, unaided) and geographical locations (urban, semi-urban, rural areas) within the DK

District.

3. Sources of Data

Primary Data: Collected directly from respondents through a structured questionnaire administered via Google Forms

focusing on teachers’ awareness, perceived impact, challenges, and willingness regarding communication training.

Secondary Data: Gathered from journals, research articles, education department reports, policy documents, and previous

studies related to communication skills in education.

4. Data Collection Tool: A structured questionnaire was developed, comprising both closed-ended and Likert scale questions.

The questionnaire was validated through expert reviews to ensure reliability and relevance.

5. Data Collection Period: The data was collected over a period of [November 2024 to February 2025].

6. Statistical Tools and Techniques: The collected data was analyzed using both descriptive and inferential statistics. The

following techniques were employed:

 Percentage analysis

 Mean and Standard Deviation

 Chi-square Test

 t-Test or ANOVA (if applicable, based on the nature of the hypotheses and data)

 Likert Scale Analysis for perception measurement

7. Limitations of the Study

 The study is limited to high school teachers in the DK District and may not be generalizable to other regions.

 Responses are based on teachers' perceptions, which may carry inherent subjectivity.

 The study relies on the accuracy and honesty of self-reported data.

Conceptual Framework

The conceptual framework for this study is built on the premise that high school teachers' perceptions significantly influence the

integration and effectiveness of professional communication training for contemporary high school students. The framework

identifies four key constructs:

Awareness: The extent to which teachers understand the importance and relevance of professional communication skills for

students in the current academic and professional environment.

Perceived Impact: Teachers’ beliefs regarding the potential benefits of communication training on students’ academic

performance, confidence, social interactions, and future employability.

Implementation Challenges: The practical difficulties teachers face in delivering communication training, such as time

constraints, lack of resources, inadequate training, or curriculum overload.

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Willingness to Support and Integrate Training: Teachers' readiness and motivation to promote and incorporate professional

communication skills training within their teaching practices and school activities.

 Teachers’ Awareness directly affects their perception of the impact and their willingness to integrate communication

training.

 Perceived benefits can enhance teachers’ motivation, but implementation challenges may act as barriers.

 The willingness to support and integrate communication training is influenced by all three other factors and determines the

actual likelihood of embedding these skills in the curriculum.

Data Analysis and Interpretation

Section A: Demographic Information

The gender-wise distribution of the respondents reveals a significant disparity between male and female high school teachers who

participated in the study. Out of the total 204 respondents, 18 teachers (8.82%) were male, while a substantial majority of 186

teachers (91.18%) were female. This indicates that female teachers predominantly represented the sample group in this study. The

high proportion of female respondents could suggest that the teaching profession at the high school level in the DK district of

Karnataka is largely female-dominated. This demographic composition is important to consider, as it may influence the

perceptions, attitudes, and approaches toward professional communication training for students. Additionally, the overwhelming

female representation may have implications for the design and implementation of future communication training programs,

ensuring that the specific perspectives and experiences of the majority group are well incorporated into the training framework.

The distribution of respondents based on the type of school indicates a diverse representation across government, aided, and

unaided institutions. Out of the total 204 high school teachers surveyed, 90 teachers (44.12%) were from government schools, 6

teachers (2.94%) were from aided schools, and the largest group, 108 teachers (52.94%), were from unaided schools. This shows

that the majority of the respondents are working in unaided schools, followed by a considerable proportion from government

schools, while aided schools are minimally represented in the sample. The predominance of teachers from unaided schools could

reflect the growing role of private educational institutions in the DK district of Karnataka. It also suggests that unaided schools

might be more responsive or available for studies focusing on professional skill development, such as communication training.

This distribution is significant as it may influence the perceptions and practices regarding the integration of professional

communication training, given the likely variations in institutional policies, resources, and student profiles across different types

of schools.

The data on the years of teaching experience of the respondents reveals a balanced mix of both early-career and highly

experienced teachers. Among the 204 high school teachers surveyed, 75 teachers (36.76%) have less than 5 years of teaching

experience, indicating a significant representation of relatively new educators who may bring fresh perspectives but may also

have limited practical exposure to long-term classroom dynamics. Teachers with 5 to 10 years of experience constitute 23

respondents (11.27%), and those with 11 to 15 years of experience account for 20 respondents (9.80%), representing a smaller but

important segment of moderately experienced teachers. Notably, the largest group consists of 86 teachers (42.17%) who have

more than 15 years of teaching experience, suggesting that a considerable portion of the respondents are seasoned professionals

with extensive classroom exposure and a deeper understanding of student needs and institutional practices. This diverse range of

experience levels enriches the study by providing insights from both new and veteran teachers, which is crucial for assessing the

practical feasibility, challenges, and anticipated impacts of integrating professional communication training into the high school

curriculum.

The distribution of respondents based on the location of their schools highlights a strong urban and semi-rural presence in the

study sample. Out of the 204 high school teachers surveyed, 112 teachers (54.90%) are from urban schools, forming the majority

of the respondents. 81 teachers (39.71%) are from semi-rural schools, indicating a significant representation from schools located

in areas that are transitional between rural and urban settings. In contrast, only 11 teachers (5.39%) are from rural schools,

showing a limited participation from teachers working in fully rural environments. This distribution suggests that the study

primarily captures the perceptions of teachers from more developed and accessible regions, where exposure to professional

communication and modern educational practices is likely higher. The underrepresentation of rural schools may point to potential

gaps in awareness, access, or availability of communication training initiatives in those areas. The findings based on this

distribution can offer valuable insights into how location influences the need, challenges, and readiness for integrating

professional communication training in high schools across different settings.

Section B: Awareness of Professional Communication Skills

Table No. 01 Awareness of Professional Communication Skills 1 – Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 – Agree and 5 –

Strongly Agree

Statements

Mean

I am aware of the importance of professional communication skills for high

110

4.50

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school students.

Communication skills are essential for students' academic success.

107

4.49

Communication skills are essential for students' career success.

4.04

Professional communication skills help students

to develop self-confidence.

4.21

Source: Survey data

The analysis of teachers’ awareness regarding professional communication skills for high school students reveals an

overwhelmingly positive perception among the respondents. The statement "I am aware of the importance of professional

communication skills for high school students" recorded a high mean score of 4.50, indicating that most teachers strongly

acknowledge the significance of these skills in the current educational context. Similarly, the statement "Communication skills

are essential for students' academic success" received a mean score of 4.49, reinforcing the belief that effective communication

plays a crucial role in enhancing students' academic performance. Further, the mean score of 4.04 for the statement

"Communication skills are essential for students' career success" suggests that while the majority of teachers agree on the

importance of communication skills for career advancement, the level of agreement is slightly lower compared to academic

success. This may indicate that some teachers prioritize academic achievements over long-term career skills, though the overall

consensus remains positive. Additionally, the statement "Professional communication skills help students to develop self-

confidence" achieved a mean score of 4.21, reflecting the teachers' belief that communication training not only supports academic

and career goals but also contributes significantly to students' personal development.

Overall, the responses demonstrate that high school teachers in the DK district of Karnataka are highly aware of the need for

professional communication skills and recognize their vital role in shaping students' academic, career, and personal growth.

Section C: Perceived Impact of Communication Training

Hypotheses testing - one-sample t-test

The study aimed to assess whether high school teachers are aware of the importance of professional communication skills for

contemporary high school students. A one-sample t-test was applied to test the following hypothesis:

Null Hypothesis: High school teachers are not aware of the importance of professional communication skills for contemporary

high school students.

Alternative Hypothesis: High school teachers are aware of the importance of professional communication skills for contemporary

high school students.

The test compared the observed mean score of 4.50 against the neutral value of 3 on the Likert scale. The calculated t-statistic is

21.42 with a p-value of 0.000 (p < 0.05), which is statistically highly significant.

Since the p-value is significantly less than the 0.05 level, we reject the null hypothesis (H₀₁) and accept the alternative hypothesis.

This indicates that high school teachers are indeed aware of the importance of professional communication skills for

contemporary high school students. The result strongly supports the teachers' positive perception and high awareness level

regarding the need for professional communication training.

Table No. 02 Perceived Impact of Communication Training 1 – Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 – Agree and 5 –

Strongly Agree

Statements

Mean

Communication training will improve students' classroom participation

3.68

Communication training will enhance students’ employability skills

3.68

Students with better communication skills are likely to perform better in

life beyond school

3.27

Communication skills training should be made a compulsory part of the

school curriculum.

4.20

Source: Survey data

The responses indicate that teachers generally agree with the positive impacts of communication training on students. The mean

score of 3.68 for both improving classroom participation and enhancing employability skills suggests that teachers moderately to

strongly believe that communication training benefits students in these areas. However, the slightly lower mean score of 3.27 for

the statement regarding life beyond school shows a more neutral to positive response, indicating that while many teachers agree

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with the long-term importance of communication skills, some remain uncertain. Notably, the highest mean score of 4.20 was

observed for the statement supporting the compulsory inclusion of communication skills training in the school curriculum,

showing strong agreement among teachers that such training should be formally integrated into the educational system. Overall,

the findings suggest that teachers perceive communication training as highly beneficial and support its institutionalization in

schools.

Hypotheses testing - one-sample t-test

Null Hypothesis: High school teachers perceive no significant impact of communication training on students’ academic and

career success.

Alternative Hypothesis: High school teachers perceive a significant positive impact of communication training on students’

academic and career success.

Summery Table

Statement

t-value

p-value

Interpretation

Communication training will improve students' classroom

participation

9.72

p < 0.0001

p < 0.0001 Significant

difference

Communication training will enhance students’ employability

skills

9.72

p < 0.0001

p < 0.0001 Significant

difference

Students with better communication skills are likely to perform

better in life beyond school

4.03

p < 0.0001

p < 0.0001 Significant

difference

Communication skills training should be made a compulsory

part of the school curriculum.

16.96

p < 0.0001

p < 0.0001 Significant

difference

Calculated Data

The t-values range from 4.03 to 16.96, all well above the critical value for significance. The p-values are all less than 0.05,

indicating statistically significant results. Since all p-values are highly significant, we reject the null hypothesis and accept the

alternative hypothesis. This confirms that high school teachers perceive a significant positive impact of communication training

on students’ academic success, career readiness, and overall development.

Section D: Challenges in Implementing Communication Training

Table No. 03 Challenges in Implementing Communication Training 1 – Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 – Agree

and 5 – Strongly Agree

Statements

Mean

The current academic schedule does not allow time for

communication training.

3.10

There is a lack of resources (teaching materials, training modules,

etc.) for communication skills training

2.05

I have not received formal training to teach communication skills.

3.80

There is a lack of institutional support to implement

communication skills training.

1.99

Source: Survey data

The highest mean value of 3.80 indicates that a large number of teachers agree that they have not received formal training to teach

communication skills, highlighting a significant gap in teacher preparedness. This suggests a critical need for professional

development programs focusing on communication instruction. The statement "The current academic schedule does not allow

time for communication training" received a mean score of 3.10, reflecting a moderate level of agreement. This indicates that

time constraints within the existing academic framework are perceived as a practical challenge by many teachers, though the

concern is not overwhelmingly strong. Interestingly, the mean values for the statements "There is a lack of resources" (2.05) and

"There is a lack of institutional support" (1.99) are relatively low, suggesting that most teachers disagree or remain neutral about

these issues. This implies that while resources and institutional support may not be the primary barriers, teacher training and time

management are more pressing challenges.

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In summary, the key barriers to implementing communication training identified by the teachers are primarily related to lack of

formal training and academic schedule constraints, rather than resources or institutional support. This indicates that capacity-

building initiatives and curriculum adjustments could effectively address the existing gaps.

Hypotheses testing - one-sample t-test

Null Hypothesis: High school teachers do not face significant challenges in implementing professional communication training in

schools.

Alternative Hypothesis: High school teachers face significant challenges in implementing professional communication training in

schools.

Summery Table

Statement

t-value

p-value

Interpretation

The current academic schedule does not allow time for

communication training.

1.43

p > 0.05

p > 0.05 Not Significant

There is a lack of resources (teaching materials, training

modules, etc.) for communication skills training

- 13.57

p < 0.0001

p < 0.0001 Significant

difference

I have not received formal training to teach communication

skills.

11.43

p < 0.0001

p < 0.0001 Significant

difference

There is a lack of institutional support to implement

communication skills training.

- 14.43

p < 0.0001

p < 0.0001 Significant

difference

Calculated Data

Teachers strongly agree that the lack of formal training, lack of resources, and lack of institutional support are significant

challenges in implementing communication training. This is supported by highly significant t-values (p < 0.0001). The perception

that the academic schedule does not allow time for communication training was not statistically significant (t = 1.43, p > 0.05),

indicating mixed or neutral views among teachers on this point. Since most of the identified challenges show statistically

significant results, we reject the null hypothesis and accept the alternative hypothesis. This confirms that high school teachers

face significant challenges in implementing professional communication training in schools, particularly in areas related to

training, resources, and institutional support.

Section E: Willingness to Support and Integrate Communication Training

Table No. 04 Willingness to Support and Integrate Communication Training 1 – Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 –

Agree and 5 – Strongly Agree

Statements

Mean

I am willing to undergo training to teach communication skills

effectively

3.59

I am willing to integrate communication activities in my regular

teaching practices.

3.58

I believe communication skills development is as important as

academic performance.

105

4.44

I am ready to advocate for communication training in my school.

3.63

Source: Survey data

The analysis reveals that teachers generally show a positive inclination towards supporting and integrating communication

training into their teaching practices. The mean score for the willingness to undergo training is 3.59, indicating moderate

agreement. Similarly, the mean score of 3.58 for integrating communication activities in regular teaching also reflects a favorable

attitude. Notably, the belief that communication skills are as important as academic performance recorded a high mean of 4.44,

suggesting that most teachers strongly acknowledge the critical role of communication skills in student development.

Additionally, the willingness to advocate for communication training in schools achieved a mean of 3.63, signifying a proactive

mindset among teachers towards promoting communication training. Overall, these results suggest that teachers not only

recognize the value of communication skills but are also open to participating in and supporting initiatives aimed at enhancing

students’ communication competencies.

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Hypotheses testing - one-sample t-test

The study aimed to assess whether high school teachers are aware of the importance of professional communication skills for

contemporary high school students. A one-sample t-test was applied to test the following hypothesis:

Null Hypothesis: High school teachers are not willing to support and integrate professional communication training into the

school curriculum.

Alternative Hypothesis: High school teachers are willing to support and integrate professional communication training into the

school curriculum.

The test compared the observed mean score of 3.81 against the neutral value of 3 on the Likert scale. The calculated t-statistic is

3.86 with a p-value of 0.000 (p < 0.05), which is statistically highly significant.

Since the p-value is significantly less than the 0.05 level, we reject the null hypothesis and accept the alternative hypothesis.

There is statistically significant evidence to support the claim that high school teachers are willing to support and integrate

professional communication training into the curriculum [t (3) = 3.86, p < 0.05]. In short study reveals that high school teachers

are having a positive attitude toward communication training.

Section F: Open-Ended Questions

Challenge in implementing communication training: The biggest challenge in implementing communication training in

schools, summarized responses from hypothetical participants are:

 Lack of time and integration within the existing curriculum: Teachers already have packed syllabi focused on academic

content. There's little room to add standalone communication lessons.

 Insufficient Teacher Training: Many educators have not received formal training in teaching communication skills. They

may feel unprepared to deliver or assess such training effectively.

 Limited Administrative Support: Communication training may not be prioritized by school leadership. Without

institutional support, it can be hard to get resources or time allocated.

 Assessment Difficulties: Communication skills are harder to measure than traditional academic outcomes. Schools may

struggle with how to evaluate progress effectively.

 Lack of Teaching Materials: Few structured, easy-to-integrate resources exist that align with local curricula.

Suggestions to make communication training more effective: The practical suggestions often offered by teachers, educators,

and researchers to make communication training more effective for students are:

 Integrate Communication Skills into Daily Lessons: Don’t treat communication training as a separate subject. Embed

speaking, listening, group work, and presentations into regular academic lessons.

 Provide Teacher Training and Resources: Train teachers on how to teach communication effectively (active listening, non-

verbal cues, structured speech, etc.). Offer ready-to-use lesson plans or activity toolkits that are age-appropriate.

 Create a Safe and Supportive Environment: Encourage a classroom culture where students feel comfortable expressing

themselves. Avoid overly strict correction in early stages- focus on building confidence.

 Use Real-World and Interactive Activities: Encourage role-playing, interviews, group discussions, debates, storytelling,

and presentations. Incorporate technology like video recordings, podcasts, or speech apps for feedback and improvement.

 Start Early and Practice Regularly: Introduce communication skill development in early grades and reinforce it at every

stage. Like any skill, communication improves with regular, consistent practice.

 Include Assessment and Feedback: Develop simple rubrics to give students constructive feedback.

 Focus not only on what they say but how they say it (tone, clarity, body language).

 Involve Parents and the Community: Encourage communication practice at home—storytelling, presentations to family,

etc. Organize public speaking days or exhibitions where students present to parents or local leaders.

IV. Conclusion

The findings of this study indicate that high school teachers are clearly aware of the importance of professional communication

skills for today’s students. The results strongly support the teachers' positive perception and high level of awareness regarding the

need for communication training in schools. Teachers recognize that communication skills have a significant positive impact on

students’ academic performance, career readiness, and overall personal development. Furthermore, the study confirms that while

teachers are willing to support and integrate communication training into their regular teaching practices, they also face notable

challenges in doing so. These challenges are primarily related to a lack of training, insufficient resources, and limited institutional

support. Despite these barriers, the overall results of the study reveal a consistently positive attitude among high school teachers

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toward communication training. Their willingness to embrace and promote such programs, along with their recognition of its

importance alongside academic achievement, underscores the need for schools and policymakers to invest in structured support

systems that can facilitate the effective implementation of communication skill development in the classroom.

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International Journal of Academic Research in Business and Social Sciences, Volume 7, Issue 12, PP 940 - 948.

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