Evaluating Communication Skills of Saudi Arabian Mathematics Teachers

Abstract

The effectiveness of school education heavily relies on the communication competencies of teachers, which are essential for success in the teaching profession. This study evaluates the communication skills of mathematics teachers in Saudi Arabia and explores how these skills vary based on demographic factors such as gender, school type, school level, and teaching experience. A quantitative cross-sectional research design was adopted, and data were collected from 323 teachers using a structured survey questionnaire. Participants were selected through a multistage probability sampling technique. Data analysis was conducted using SPSS 23.0, employing t-tests, Tukey post hoc tests, and one-way ANOVA. The results revealed no significant differences in language proficiency or overall communication skills between male and female teachers. However, significant differences were observed based on school type, with teachers in private schools demonstrating higher communication skills than their counterparts in public schools. One-way ANOVA indicated notable differences in communication skills across school levels; Tukey's post hoc analysis revealed that primary school teachers exhibited higher communication skills than secondary school teachers. Additionally, communication skills were found to be significantly influenced by teaching experience, with expert teachers outperforming novice teachers in this area. This study makes a valuable contribution to the existing literature by providing evidence of how teachers’ demographic factors relate to their communication competencies. Recommendations for practice and suggestions for future research are provided to further enhance understanding and application in this area.