Personal and Job Factors Associated with Teachers’ Active Listening and Active Empathic Listening
Abstract
:1. Introduction
2. Materials and Methods
2.1. Study Type and Procedure
2.2. Measures
2.2.1. Active Empathic Listening Scale
2.2.2. Active Listening Attitude Scale
2.2.3. Personal and Job Related Factors
2.3. Statistical Analysis
3. Results
4. Discussion
4.1. Factors Associated with AELS Subscales
4.1.1. Sensing Subscale
4.1.2. Processing Subscale
4.1.3. Responding Subscale
4.2. Factors Associated with ALAS Subscales
4.2.1. Listening Attitude Subscale
4.2.2. Listening Skill Subscale
4.2.3. Conversation Opportunity Subscale
5. Strengths and Limitations
6. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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N(%) | |
---|---|
Gender | |
Men | 1108(28) |
Women | 2847(72) |
Age (years), mean (SD) | 43.3(8.9) |
Marital status | |
Not married | 1329(33.6) |
Married | 2626(66.4) |
Children | |
No | 1317(33.3) |
Yes | 2638(66.7) |
Highest degree | |
Bachelor | 2552(64.5) |
Masters/PhD | 1403(35.5) |
Years of teaching, mean (SD) | 15.5(8.4) |
Number of residents in the area of teaching | |
At most 1999 | 1275(32.2) |
2000 to 9999 | 1916(48.4) |
10,000 to 250,000 | 764(19.3) |
Type of School | |
Public | 3344(84.6) |
Private | 611(15.4) |
Teaching level | |
Primary | 1562(39.5) |
Secondary (High school/lyceum) | 2393(60.5) |
Specialty | |
Elementary school teachers | 826(20.9) |
Literature secondary education teachers | 724(18.3) |
Kindergarten teachers | 411(10.4) |
English teachers (EFL) | 187(4.7) |
Physicists | 234(5.9) |
Mathematicians | 299(7.6) |
Other secondary education specialties | 1274(32.2) |
Working status | |
Part time | 471(11.9) |
Full time | 3484(88.1) |
Administrative position | |
No | 3443(87.1) |
Yes | 512(12.9) |
Number of students in class, mean (SD) | 18.2(9.6) |
Working in special education | |
No | 3759(95.0) |
Yes | 196(5.0) |
Having received training in mental health promotion | |
No | 3141(79.4) |
Yes | 814(20.6) |
Students in need of special education (according to a specialist) | |
No | 1881(47.6) |
Yes | 2074(52.4) |
Students in need of special education (according to own opinion) | |
No | 1174(29.7) |
Yes | 2781(70.3) |
Students with difficulties in speaking or comprehension | |
No | 1431(36.2) |
Yes | 2524(63.8) |
Support from colleagues when needed | |
No | 639(16.2) |
Yes | 3316(83.8) |
Mean | SD | |
---|---|---|
Sensing (AELS) | 5.56 | 0.81 |
Processing (AELS) | 5.29 | 1.01 |
Responding (AELS) | 5.69 | 0.93 |
Listening attitude (ALAS) | 23.85 | 5.42 |
Listening skill (ALAS) | 23.75 | 3.53 |
Conversation opportunity (ALAS) | 14.95 | 2.18 |
Sensing | Processing | Responding | |||||||
---|---|---|---|---|---|---|---|---|---|
β(SE)ⱡ | b¶ | P | β(SE) | b | P | β(SE) | b | P | |
Gender | |||||||||
Men, reference | |||||||||
Women | 0.26(0.03) | 0.15 | <0.001 | 0.08(0.04) | 0.04 | 0.030 | 0.25(0.03) | 0.12 | <0.001 |
Age | 0.01(0.00) | 0.07 | 0.019 | 0.00(0.00) | 0.02 | 0.460 | −0.01(0.00) | −0.10 | 0.001 |
Married vs. non married | 0.00(0.04) | 0.00 | 0.932 | 0.03(0.05) | 0.01 | 0.512 | −0.01(0.04) | 0.00 | 0.841 |
Having children | 0.00(0.04) | 0.00 | 0.926 | 0.04(0.05) | 0.02 | 0.441 | 0.06(0.05) | 0.03 | 0.230 |
Highest degree | |||||||||
Bachelor, reference | |||||||||
Master/PhD | 0.09(0.03) | 0.05 | 0.001 | 0.14(0.04) | 0.06 | <0.001 | 0.15(0.03) | 0.08 | <0.001 |
Specialty | |||||||||
Elementary school teacher, ref | |||||||||
Mathematicians | −0.13(0.06) | −0.04 | 0.020 | 0.02(0.07) | 0.01 | 0.803 | −0.31(0.06) | −0.09 | <0.001 |
Physicists | −0.12(0.06) | −0.04 | 0.049 | −0.06(0.08) | −0.02 | 0.408 | −0.28(0.07) | −0.07 | <0.001 |
EFL teachers | 0.13(0.07) | 0.03 | 0.053 | 0.01(0.08) | 0.00 | 0.893 | 0.10(0.08) | 0.02 | 0.165 |
Kindergarten teachers | 0.00(0.05) | 0.00 | 0.955 | 0.02(0.06) | 0.01 | 0.793 | −0.03(0.06) | −0.01 | 0.592 |
Literature teachers | 0.01(0.04) | 0.00 | 0.839 | 0.00(0.05) | 0.00 | 0.962 | −0.07(0.05) | −0.03 | 0.117 |
Other secondary education specialty teachers | 0.01(0.04) | 0.00 | 0.845 | 0.01(0.05) | 0.01 | 0.811 | −0.14(0.04) | −0.07 | 0.001 |
Years of teaching | 0.00(0.00) | 0.02 | 0.570 | 0.01(0.00) | 0.07 | 0.009 | 0.01(0.01) | 0.01 | 0.435 |
Number of residents in the area of teaching | |||||||||
≤9999, reference | |||||||||
10,000–250,000 | 0.00(0.03) | 0.00 | 0.922 | −0.06(0.04) | −0.03 | 0.100 | −0.05(0.04) | −0.01 | 0.529 |
>250,000 | 0.00(0.04) | 0.00 | 0.973 | −0.1(0.05) | −0.04 | 0.048 | −0.08(0.05) | −0.03 | 0.095 |
Type of School | |||||||||
Public, reference | |||||||||
Private | 0.07(0.05) | 0.03 | 0.190 | 0.05(0.06) | 0.02 | 0.389 | 0(0.06) | 0.00 | 0.969 |
Teaching level | |||||||||
primary, reference | |||||||||
secondary | −0.02(0.03) | −0.01 | 0.444 | 0.01(0.04) | 0.01 | 0.724 | −0.07(0.04) | −0.04 | 0.038 |
Working full time vs. part time | −0.05(0.05) | −0.02 | 0.370 | −0.12(0.07) | −0.01 | 0.167 | −0.04(0.06) | −0.01 | 0.547 |
Being a Principal | 0.07(0.04) | 0.03 | 0.076 | 0.16(0.05) | 0.05 | 0.002 | 0.03(0.05) | 0.01 | 0.536 |
Number of students in class | 0.00(0.00) | −0.01 | 0.655 | 0.00(0.00) | −0.03 | 0.066 | 0.00(0.00) | −0.02 | 0.181 |
Working in special education | 0.01(0.07) | 0.00 | 0.879 | −0.12(0.08) | −0.02 | 0.157 | 0.01(0.08) | 0.00 | 0.941 |
Having received training in mental health promotion | 0.14(0.03) | 0.07 | <0.001 | 0.12(0.04) | 0.05 | 0.004 | 0.15(0.04) | 0.07 | <0.001 |
Having students in need of Special education (according to specialists) | 0.07(0.03) | 0.04 | 0.010 | 0.06(0.04) | 0.03 | 0.100 | 0.06(0.04) | 0.03 | 0.097 |
Having students in need of special education (according to ownopinion) | 0.05(0.04) | 0.03 | 0.139 | 0.02(0.04) | 0.01 | 0.613 | 0.03(0.04) | 0.01 | 0.515 |
Having students with difficulties in speaking or comprehension | −0.03(0.03) | −0.01 | 0.396 | 0.01(0.04) | 0.00 | 0.850 | −0.02(0.03) | −0.01 | 0.529 |
Having support from colleagues when needed | −0.04(0.04) | −0.02 | 0.292 | 0.11(0.05) | 0.04 | 0.011 | 0.1(0.04) | 0.04 | 0.014 |
Listening Attitude | Listening Skill | Conversation Opportunity | |||||||
---|---|---|---|---|---|---|---|---|---|
β(SE)ⱡ | b¶ | P | β(SE) | b | P | β(SE) | b | P | |
Gender | |||||||||
Men, reference | |||||||||
Women | 0.26(0.2) | 0.02 | 0.206 | 1.27(0.13) | 0.16 | <0.001 | 0.56(0.08) | 0.12 | <0.001 |
Age | 0(0.02) | 0.00 | 0.965 | 0.00(0.01) | −0.01 | 0.744 | 0.02(0.01) | 0.08 | 0.006 |
Married vs. non married | −0.01(0.25) | 0.00 | 0.975 | 0.01(0.16) | 0.00 | 0.932 | 0.07(0.1) | 0.02 | 0.463 |
Having children | 0.35(0.27) | 0.03 | 0.206 | −0.05(0.18) | −0.01 | 0.763 | −0.11(0.11) | −0.02 | 0.323 |
Highest degree | |||||||||
Bachelor, reference | |||||||||
Master/PhD | 0.49(0.19) | 0.04 | 0.011 | 0.24(0.12) | 0.03 | 0.049 | 0.11(0.08) | 0.02 | 0.164 |
Specialty | |||||||||
Elementary school teacher, ref | −0.47(0.37) | −0.02 | 0.204 | −0.41(0.24) | −0.03 | 0.081 | −0.19(0.15) | −0.02 | 0.197 |
Mathematicians | −0.79(0.41) | −0.04 | 0.052 | −0.62(0.26) | −0.04 | 0.019 | −0.52(0.16) | −0.06 | 0.002 |
Physicists | −0.66(0.44) | −0.03 | 0.134 | 0.06(0.28) | 0.00 | 0.821 | 0.01(0.18) | 0.00 | 0.937 |
EFL teachers | 1.09(0.33) | 0.06 | 0.001 | 0.17(0.21) | 0.02 | 0.422 | −0.02(0.13) | 0.00 | 0.877 |
Kindergarten teachers | −0.44(0.28) | −0.03 | 0.113 | 0.14(0.18) | 0.02 | 0.444 | −0.07(0.11) | −0.01 | 0.529 |
Literature teachers | 0.05(0.24) | 0.00 | 0.831 | −0.08(0.16) | −0.01 | 0.603 | −0.07(0.10) | −0.02 | 0.451 |
Other secondary education specialty teachers | −0.47(0.37) | −0.02 | 0.204 | −0.41(0.24) | −0.03 | 0.081 | −0.19(0.15) | −0.02 | 0.197 |
Years of teaching | −0.01(0.02) | −0.02 | 0.545 | 0.02(0.01) | 0.04 | 0.163 | 0.02(0.01) | 0.06 | 0.025 |
Number of residents in the area of teaching | |||||||||
≤9999, reference | |||||||||
10,000–250,000 | −0.05(0.21) | −0.01 | 0.808 | −0.13(0.13) | −0.02 | 0.333 | −0.04(0.08) | −0.01 | 0.631 |
>250,000 | −0.39(0.27) | −0.03 | 0.138 | −0.17(0.17) | −0.02 | 0.305 | −0.05(0.11) | −0.01 | 0.629 |
Type of school | |||||||||
Public, reference | |||||||||
Private | −0.11(0.34) | −0.01 | 0.735 | 0.22(0.22) | 0.02 | 0.318 | 0.18(0.14) | 0.03 | 0.188 |
Teaching level | |||||||||
primary, reference | |||||||||
secondary | −0.23(0.21) | −0.02 | 0.257 | −0.03(0.13) | 0.00 | 0.827 | −0.07(0.08) | −0.02 | 0.362 |
Working full time vs. part time | −0.07(0.35) | 0.00 | 0.841 | −0.27(0.22) | −0.02 | 0.222 | −0.03(0.14) | 0.00 | 0.837 |
Being a Principal | 0.24(0.28) | 0.02 | 0.391 | 0.44(0.18) | 0.04 | 0.013 | 0.15(0.11) | 0.02 | 0.171 |
Number of students in class | 0.00(0.01) | 0.00 | 0.948 | −0.01(0.01) | −0.02 | 0.302 | 0.00(0.00) | −0.02 | 0.293 |
Working in special education | 0.23(0.45) | 0.01 | 0.606 | 0.01(0.29) | 0.00 | 0.981 | −0.15(0.18) | −0.02 | 0.388 |
Having received training in mental health promotion | 0.8(0.23) | 0.06 | <0.001 | 0.43(0.14) | 0.05 | 0.003 | 0.14(0.09) | 0.03 | 0.130 |
Having students in need of special education (according to specialists) | −0.15(0.21) | −0.01 | 0.459 | 0.29(0.13) | 0.04 | 0.030 | 0.12(0.08) | 0.03 | 0.160 |
Having students in need of special education (according to own opinion) | −0.06(0.23) | −0.01 | 0.788 | −0.02(0.15) | 0.00 | 0.908 | −0.05(0.09) | −0.01 | 0.604 |
Having students with difficulties in speaking or comprehension | −0.16(0.2) | −0.06 | 0.458 | 0(0.13) | 0.00 | 0.997 | 0.04(0.08) | 0.01 | 0.647 |
Having support from colleagues when needed | 0.85(0.24) | 0.06 | <0.001 | 0.19(0.15) | 0.02 | 0.211 | 0.12(0.1) | 0.02 | 0.205 |
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Kourmousi, N.; Kounenou, K.; Yotsidi, V.; Xythali, V.; Merakou, K.; Barbouni, A.; Koutras, V. Personal and Job Factors Associated with Teachers’ Active Listening and Active Empathic Listening. Soc. Sci. 2018, 7, 117. https://doi.org/10.3390/socsci7070117
Kourmousi N, Kounenou K, Yotsidi V, Xythali V, Merakou K, Barbouni A, Koutras V. Personal and Job Factors Associated with Teachers’ Active Listening and Active Empathic Listening. Social Sciences. 2018; 7(7):117. https://doi.org/10.3390/socsci7070117
Chicago/Turabian StyleKourmousi, Ntina, Kalliope Kounenou, Vasiliki Yotsidi, Vasiliki Xythali, Kyriakoula Merakou, Anastasia Barbouni, and Vasilios Koutras. 2018. "Personal and Job Factors Associated with Teachers’ Active Listening and Active Empathic Listening" Social Sciences 7, no. 7: 117. https://doi.org/10.3390/socsci7070117