Implementation and evaluation of a teacher intervention program on classroom communication

Area of Science:

• Education
• Speech and Language Therapy
• Occupational Health

Background:

• Workplace challenges in Swedish schools impact teacher well-being and student results.
• Poor classroom acoustics negatively affect teachers' vocal health and student performance.
• Optimizing classroom communication requires combining acoustics with teacher training.

Purpose of the Study:

• To explore the effects of an intervention program for primary school teachers.
• To enhance language learning and classroom interactions through improved teacher communication.
• Focus on teachers' verbal and non-verbal communication strategies (voice, gaze, gesture).

Main Methods:

• Intervention program involving 25 teachers from grades 3-6.
• Pre/post intervention assessments with 5-week and 3-month follow-ups.
• Utilized self-assessment questionnaires on vocal health, self-efficacy, stress, burnout, and psychosocial work environment.

Main Results:

• Significant decrease in self-reported voice problems at 3-month follow-up.
• Significant reduction in stress and burnout at 5-week follow-up.
• Significant increase in self-efficacy at 5-week follow-up.

Conclusions:

• The intervention program positively impacts teachers' vocal health.
• The program effectively reduces perceived stress and burnout among teachers.
• Teachers reported increased self-efficacy in managing classroom communication.