Enhancing Positive Communication For Teachers Through Narrative Theory

Abstract

         This study aimed to examine the effects of narrative theory-based counseling on positive communication among teachers. The sample consisted of secondary school teachers with the lowest 20 scores in positive communication. The participants were randomly divided into two groups: an experimental group of 10 teachers and a control group of 10 teachers. The research instruments included a positive communication assessment tool developed by the researcher and a narrative theory-based counseling program designed to enhance positive communication among teachers. The program was conducted in eight sessions, each lasting approximately 60 - 90 minutes. The control group did not receive counseling. The participants’ positive communication skills were assessed at three stages: pre-test, post-test, and follow-up. Data were analyzed using repeated-measures ANOVA, involving one between-group variable and one within-group variable. When statistically significant differences were found at the .05 level, pairwise comparisons were conducted using the Newman-Keuls method. The findings revealed that teachers in the experimental group who received narrative theory-based counseling scored significantly higher in positive communication than those in the control group at both the post-test and follow-up stages. Additionally, the experimental group showed significant improvements in positive communication skills from the pre-test to both the post-test and follow-up stages, with statistical significance at the .05 level. In conclusion, narrative theory-based counseling effectively enhances positive communication among teachers. Key techniques include assisting the person describe the problem, externalizing the problem, scaffolding conversation, conversations that highlight unique outcomes and definitional ceremonies.