STUDENT-TEACHER COMMUNICATION MOTIVATION
Abstract
Teachers (preschool teachers, primary school class teachers and subject teachers) carry out their profession through various forms of communication with students, families, colleagues, and the social community. Dynamic dimensions of their communication competence direct their communication. The paper studies the structure and strength of student-teacher motivation for interpersonal communication. The Interpersonal Communication Motives Scale and the Questionnaire on the sociodemographic characteristics of students were applied. The sample included 260 students from three faculties in Serbia that educate preschool teachers, primary school teachers and subject teachers. Results: the students are most motivated to communicate by the need for emotional connection and exchange of affection, and by the following motives of equal strength: to achieve communication satisfaction, relaxation, and social interaction involvement. The students are less motivated to communicate to establish control or avoid something through communication. Only difference in motivational communication to achieve satisfaction and pleasure within the communication process between students of different years of study was found. It was concluded that the education of future teachers should include preparation (training) to recognize their communication motives and integrate them into professional action.
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