Teacher Communication Styles on Learners' Confidence and Participation in Public Elementary Schools

Abstract

Purposeful communication can shape whether elementary learners feel secure, confident, and willing to participate in classroom activities. This study examined teacher communication styles and learners' confidence and participation in public elementary schools in Bongabon District, Schools Division of Nueva Ecija. It used a quantitative descriptive-correlational and comparative design. Seventy elementary teachers were selected through simple random sampling and completed a structured questionnaire covering demographic profile, authoritative, facilitative, and passive communication styles, and learner indicators involving confidence, verbal participation, and collaborative participation. Responses were rated using a four-point Likert scale and analyzed using frequency count, percentage, weighted mean, and analysis of variance. Results showed that facilitative communication (M = 3.90) and authoritative communication (M = 3.88) were consistently practiced, while passive communication occurred only sometimes (M = 2.70). Learners were perceived to demonstrate confidence (M = 3.66), verbal participation (M = 3.70), and collaborative participation (M = 3.72) consistently. Significant differences in learner confidence, verbal participation, and collaborative participation were reported across teachers' age, sex, educational attainment, designation, and years of teaching experience (all p < .001). These findings indicate that clear, encouraging, responsive, and participatory teacher communication is associated with a classroom environment that supports learner confidence and engagement. Professional development should strengthen inclusive communication strategies while reducing passive classroom practices.