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

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.

Communication Training, Teacher Perceptions, Curriculum Integration, Professional Development, Karnataka

1. Akhiar A, Mydin A A and Ismail N (2017), “Teachers' perception on communication skills among students”, International Journal of Academic Research in Business and Social Sciences, Volume 7, Issue 12, PP 940 - 948. [Google Scholar] [Crossref]

2. Andrews M and Higson H (2008), “Graduate employability, soft skills and the student perspective”, Journal of Education and Work, Volume 33, Issue 4, PP 411 – 422. [Google Scholar] [Crossref]

3. Beebe S A, Beebe S J and Ivy D K (2020), “Communication principles for a lifetime”, (7th ed.). Pearson. [Google Scholar] [Crossref]

4. Darling-Hammond L, Hyler M E and Gardner M (2017), “Effective teacher professional development. Learning Policy Institute, Volume 9, Issue 9. [Google Scholar] [Crossref]

5. Dinham S (2008), “How to get your school moving and improving: An evidence-based approach to school improvement for school leaders and teachers”, Educational Management Administration and Leadership, Volume 36, Issue 4, PP 485 – 486. [Google Scholar] [Crossref]

6. Hattie, J. (2009). Visible Learning: A synthesis of over, 800 meta-analyses relating to achievement. [Google Scholar] [Crossref]

7. Jain V and Anjuman S (2013), “Importance of soft skills development in education”, Journal of Soft Skills, Volume 7, Issue 4, PP 10 - 20. [Google Scholar] [Crossref]

8. Kirkland D E and Sutch D (2014), “Communication skills in the classroom: Building a bridge to effective teaching”, Journal of Education and Learning, Volume 3, Issue 10, PP 25 - 35. [Google Scholar] [Crossref]

9. Kong K M (2014), “Developing students' communication skills through content-based instruction”, English Language Teaching, Volume 7, Issue 5, PP 1 - 9. [Google Scholar] [Crossref]

10. Kumar R and Singh S (2019), “Teachers’ perception on the importance of communication skills for students”, International Journal of Education and Applied Research. [Google Scholar] [Crossref]

11. Lee J and Cho S (2018), “Teacher perceptions of professional development programs for communication skills in secondary schools”, Journal of Teacher Education, Volume 69, Issue 4, PP 353 - 365. [Google Scholar] [Crossref]

12. Nazneem M, Rahman M A and Islam M S (2020), “Teachers’ perceptions and practices of soft skills development: Evidence from secondary schools”, International Journal of Instruction, Volume 13, Issue 4, PP 845 - 860. [Google Scholar] [Crossref]

13. Nolan J and Molla T (2017), “Embedding communication skills in secondary education: Challenges and opportunities”, Journal of Curriculum Studies, Volume 49, Issue 2, PP 230 - 247. [Google Scholar] [Crossref]

14. OECD (2018). The Future of Education and Skills 2030. [Google Scholar] [Crossref]

15. Richmond V P and McCroskey J C (2019), “Organizational communication for survival: Making work, work (6th ed). Pearson. [Google Scholar] [Crossref]

16. Robles M M (2012), “Executive perceptions of the top 10 soft skills needed in today’s workplace”, Business Communication Quarterly, Volume 75, Issue 4, PP 453 - 465. [Google Scholar] [Crossref]

17. The Flat World and Books about Education Reform Linda Darling-Hammond, The Flat World and Education: How America’s Commitment to Equity Will Determine Its Future (New York: Teachers College Press, 2010), PP 240. [Google Scholar] [Crossref]

18. Zepeda S J (2012), Professional Development: What Works. www.openai.in [Google Scholar] [Crossref]

• Advanced Techniques for Fake News Detection on Twitter Using NLP and AI: A Comprehensive Review
• Review of Self Compacting Geopolymer Concrete Using Slag Sand as Fine Aggregate
• Performance of Local Construction Contractors – Case Study of Registered Contractors in Monrovia, Liberia
• Cross-Cultural Perspectives on Innovation Management in Multinational Organizations
• Modeling of Reaction Between Dissolved Oxygen (DO) And Biological Oxygen Demand (BOD) in Degradation River