Investigating the Role of Teachers’ Communication Skills in Reducing Classroom Anxiety and Increasing Students’ Active Participation
Keywords:
Teachers’ communication skills, classroom anxiety, active participation, psychological safety, teacher–student interaction, qualitative researchAbstract
This study aimed to explain the role of teachers’ communication skills in reducing classroom anxiety and promoting students’ active participation in the teaching–learning process. This qualitative study was conducted using thematic analysis. The participants consisted of 24 teachers and students from secondary schools in Tehran, Iran, selected through purposive sampling. Data were collected using semi-structured interviews, and sampling continued until theoretical saturation was reached. All interviews were recorded, transcribed verbatim, and reviewed repeatedly. Data were analyzed through open, axial, and selective coding with the assistance of NVivo software. To enhance trustworthiness, member checking, peer review, audit trail documentation, and constant comparison of codes were used. Data analysis led to the identification of four main categories: “creating psychological safety through supportive communication,” “communicative clarity and non-threatening feedback,” “participatory dialogue and listening to students’ voices,” and “conflict management and fair communicative behavior.” The findings indicated that skills such as active listening, respectful tone, open-ended questioning, descriptive feedback, avoidance of humiliation, attention to individual differences, and providing equal opportunities for expression can reduce fear of mistakes, concern about judgment, and classroom avoidance. These skills also enhance academic assertiveness, voluntary participation, group interaction, and students’ sense of classroom belonging. Teachers’ communication skills are not merely individual competencies but also pedagogical and psychological mechanisms for creating a safe, active, and learner-centered classroom climate. Strengthening these skills in teacher professional development programs can contribute to reducing classroom anxiety and increasing students’ active participation.
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