Personal and Job Factors Associated with Teachers’ Active Listening and Active Empathic Listening

Ntina Kourmousi, Kalliope Kounenou, Vasiliki Yotsidi, Vasiliki Xythali, Kyriakoula Merakou, Anastasia Barbouni and Vasilios Koutras
Additional contact information
Ntina Kourmousi: Department of Education, School of Pedagogical & Technological Education (ASPETE), 14121 Heraklion, Greece
Kalliope Kounenou: Department of Education, School of Pedagogical & Technological Education (ASPETE), 14121 Heraklion, Greece
Vasiliki Yotsidi: Department of Education, School of Pedagogical & Technological Education (ASPETE), 14121 Heraklion, Greece
Vasiliki Xythali: Primary Education Directorate of Eastern Attica, 15454 Attica, Greece
Kyriakoula Merakou: Department of Public & Administrative Health, National School of Public Health, 11521 Athens, Greece
Anastasia Barbouni: Department of Public & Administrative Health, National School of Public Health, 11521 Athens, Greece
Vasilios Koutras: Early Childhood Education, University of Ioannina, 45110 Ioannina, Greece

Social Sciences, 2018, vol. 7, issue 7, 1-18

Abstract: Active listening is important for effective interpersonal communication, a prerequisite for successful teaching. The presented cross-sectional study examined personal and work factors associated to active listening in 3.995 Greek schools’ educators of all teaching levels and specialties. The study questionnaire posted on official and main teachers’ portals included personal and working data items, the Active Empathic Listening Scale (AELS), and the Active Listening Attitude Scale (ALAS). Multiple linear regression was used to identify independently associated factors with AELS and ALAS dimensions, and standardized regression coefficients were performed to measure the effect of independent variables. Regarding AELS, gender had the greatest effect on the Sensing subscale, followed by age and mental health promotion training. Years of teaching had the greatest effect on Processing subscale, followed by higher studies. Gender had the greatest effect on Responding subscale, followed by age, higher studies, and mental health promotion training. Concerning ALAS, mental health promotion training and support from colleagues had the greatest effect on Listening attitude subscale, gender and mental health promotion training had the greatest effect on Listening skill subscale, and gender, age, and years of teaching had the greatest effect on Conversation opportunity subscale. The identification of enhancing factors like training in mental health promotion could significantly contribute in designing training that can simultaneously benefit teachers’ skills and students’ psychosocial well-being.

Keywords: active listening; active empathic listening; teachers; personal factors; job factors (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2018
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2076-0760/7/7/117/pdf (application/pdf)
https://www.mdpi.com/2076-0760/7/7/117/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jscscx:v:7:y:2018:i:7:p:117-:d:159249

Access Statistics for this article

Social Sciences is currently edited by Ms. Yvonne Chu

More articles in Social Sciences from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().