Proper Communication Styles in Educational Setting from Lecturers’ Perspectives

This study aims to find out the underlying factors of proper communication styles in educational settings from lecturers’ perspectives. It also tries to find out if there is any significant difference between male and female lecturers’ perspectives towards proper communication styles, and attempts to determine if there are differences between the private and public universities. Analyzing the data from self-developed questionnaire, yielded four factors; namely (listening, oral, writing, and body language) were derived from the varimax rotated matrix. The results revealed a statistically significant difference between the private and public universities lecturers’ perspectives towards proper communication. While, no statistically significant difference was found between male and female lecturers in their perspective towards listening, oral, and writing proper communication. The only difference found was in body language communication and it was in favor of female lecturers. The findings of this study will contribute in understanding factors of proper communication styles in educational setting.


Introduction
Communication style means a group of speech features of an individual in the act of communication. Style is specific methods of receiving the message, personal methods of interpreting the messages; and expressing the response and feedback (Duta et al., 2015). Norton ( 1975) defines a communication style as "the method a person uses verbal and nonverbal communicative acts to indicate how others should interpret a message. Novinger (2001) also has stated that any act is considered as a type of u communication, as it occurs in a social context . Based on Huble y's (1993) opinion, at any level of communication process things may go wrong, which makes the communication less effective. For example, the senders may not express what they want to say clearly; or the receivers may not understand the words the senders use. Many studies paid attention to how teachers communicate properly with the students inside class with the use of their tone of voice and bcdy language (Prozesky, 2000). Nevertheless, the communication between teachers and students is one of the main areas in teaching process, and it should be in a respective manner. For that matter, many studies have addressed the essential of teacher-student relationship in pr euniversity settings (Roorda et al., 201 1). According to Rowicki, and Mark (1999), communication is the heart of education which is a two-way process.
However, in this current study the purposes and research questions are presented with a detailed description of the study's methods. Results are discussed in terms of participants' perspectives, dimensions assessing the proper communication styles, and the difference between private and government universities. Last, practical and theoretical implications of the study, as well as future research, are considered. For the personality of the young people, the communication skills are essentially crucial (Pânișoarăa et al., 2015). However, studies on lecturer-student relationships at higher education settings are rare. One reason could be lack of a clear theoretical conceptual framework (Hagenauer & Volet, 2014).
We usually communicate in a variety way, either through oral communication, or listening, body language, and the written words. According to McKay et al. (2009), oral communication style (OCS) refers to spoken words and their meanings and the message that is intended or implied by the spoken words. The and attendance behavior, in and outside classes while communicating with their teachers.
The second was geared towards measuring students' listening communication style (LCS), which is describing how skillful they are in listening when they communicate with their teachers, by paying attention, without interruption, receiving and responding to spoken/unspoken messages. The third dimension concerned the oral communication style (OCS) which is related to student's ability to hold a discussion and relevant conversation with their teachers in a respectful manner, by accepting the critical feedbacks, admitting their mistakes and the ability to complaint their teachers respectfully. The fourth dimension represents students' written communication style (WCS) through technology and internet in order to carefully tempering the content of formality, avoiding the use of jargon, and choosing the convenient time to send the messages.
After conducting the PCA exploratory within each block, reliability testing and a careful examination of the correlations, items were deleted and modified. Thus, 23 items were deleted from the instrument and only 17 items were remained. By calculating Coefficient Alpha, reliability was obtained, and to provide further evidence of construct validity and to illustrate the factorial structure of the instrument, a factor analysis was performed.

Results and Discussions
Principal component analysis was applied to examine the construct of proper communication styles, according to the data collected from the participants (n = 268) at public and private universities. The analysis confined to four dimensions, in Table 1 the Kaier-Meyer-Olkin measure of sampling adequacy among the variables was high (.841) which is well above the recommended threshold of (.6) (Kaiser, 1974) and the Bartlett's Test of Sphericity (941.797) reached statistical significance (p=0.000), indicating that the correlations were sufficiently large. The varimax rotation method was applied to the relevant data, to obtain sufficient factor solution. The items to be retained were selected on the basis of the following criteria: the solution was constrained using the criterion of eigenvalue ≥ 1.0 (Fabrigar et al., 1999) and meeting the criterion of factor loading generally not less than (.34) on the defining component (Hair et al., 1998). .000 The analysis confined to four components has met the above criteria that explained a total of (56.7 %) of the variance. The variance of the first dimension was (21.5 %), the second (14.2%), the third was (10.7%) and the last was (10.2 %). The largest eigenvalue was (4.48) for the first dimension, while the other subsequent eigenvalues were (1.59), and (1.41), Table 2. According to Table 3, the analysis extracted four factor solutions, and the 17 items measured four underlying dimensions. The results suggest the existence of four common elements of the proper communication styles namely BLCS, LCS, OCS, and WCS. The empirical grouping of the items loaded on this factor reasons that the high scores on these dimensions imply that the proper communication styles are highly correlated with the BLCS, LCS, OCS, and WCS. These significant 17-items loading on the four components are represented as being initially hypothesized as a proper communication style.
In order to estimate the reliability for the four dimensions of the proper communication styles, Cronbach's alpha formula was used; see Table 3. The internal consistency indices for this scale were (0.58) for BLCS, (0.62) for OCS, (0.88) for LCS, and (0.76) for WCS. The overall Cronbach's alpha for this scale was (0.85). The varimax rotation indicates that four dimensions of the proper communication styles were moderately correlated. To determine if there is any significant difference between male and female lecturers' perspectives towards proper communication styles, the independent sample t.test was applied. The findings in Table 4 (M= 11.53,SD= 1.98) and female lecturers (M= 12.20, SD= 1.78) t (16) =-2.71, p= 0.007 and it was in favor of female lecturers. This finding was consistent with Bowles (2008) and this may suggest that the female lecturers are more sensitive to the interests and needs of their students and more understanding in comparison with male lecturers, in return students communicating with their female lecturers in more appropriate way. One-way analysis of variance (ANOVA) was subsequently performed to compare the differences between universities lecturers' perspective towards proper communication styles (OCS, LCS, WCS, and BLCS) from both private universities (Cihan, and Lebanese French) and public universities (Koya, and Salahaddin). As shown in

Conclusions
The findings of this study provide evidence of the proper communication styles in educational settings which might be helpful in education in terms of teaching process. The findings provide important insights into the interactions and relationships between lecturers and students in an appropriate style to be more effective. When teachers feel respected by their students, a sense of belonging to their institutions or universities will grow. Thus, the effective communication will be constructed if there is a good relationship among organization members, such as students and lecturers, lecturers and their colleagues, administrators and lecturers. Future research to investigate the students' perspective towards lecturers' proper communication styles is recommended.