Communication Styles of Primary School Teachers During Teaching

: In international literature, teacher communication style (TCS) is defined as the teacher's ability to effectively communicate, verbally and nonverbally, with his/her students in order to improve their academic performance and manage their behavior. Surveys in educational environments show that each teacher may display a primary communication style during classroom teaching with recurring other styles of communication, which can change according to the audience and the situations he/she has to deal with. This combination of communication styles enables individuals not to feel confined to the way they communicate, but to become flexible and capable of choosing communication strategies according to the variety of situations they are faced with. Within this framework, the present study deals with the phenomenon of human communication and focuses on the communication style of teachers. More specifically, the study explores the communication style of primary school teachers during teaching process, utilizing modern Greek and international typology and teachers’ communication strategies according to Jay Lemke and behaviors related to verbal and nonverbal immediacy during teaching. Those communication styles shaping the school climate and contribute in interpersonal relationship development among teachers, students and parents.

Based on these views, international research experience refers to scientifically-based categorization of communication strategies and techniques that individuals use to communicate by highlighting the appropriate types or styles of communication (Stamatis 2014). Communication types or styles are widely known since ancient Greek times as those which referred by Hippocrates for instance. The purpose of communication typologies is to highlight not only the most important communication features of individuals but also to enable individuals to learn in which way they could to identify different styles of communication in order to identify which of them they can use as they interact with others. Different circumstances require the development and use of different styles of communication than what they are used to. Thus, people can gradually develop communication skills that require a high level of self-awareness and social competency.
In this framework, it is reasonably understandable the communication to be linked with Education Sciences and especially when they focus on the pedagogical dimension of communication, both at the level of relation development between the members of the educational community and more widely, with all involved persons in the function of a school unit, aiming in realization of educational program (Vrettos 2014).
Modern Pedagogical Science treats man as a whole, as a multifaceted personality, the various aspects of which are strengthened and developed in a balanced way. For this reason, it focuses on the relationship between teacher and student and on the field of communication developed within the classroom and generally in school environment (McCroskey et al. 1996).
The educational work in total and in particular the didactic one is characterized by an endless communicative process, which makes the work of teachers mainly communicative (Stamatis 2005). Consequently, in the field of Pedagogical Communication, teachers are categorized according to their communicative behavior, which is a basic criterion for evaluating the teaching efficiency and improving the learning process as a whole (Edwards and Edwards 2001).
As one could find out by reviewing the Greek bibliography, there are many references about types of teachers such as authoritarian, democratic, progressive or uninterested and some styles of teaching behavior as well as for communication models which arise from the emergence of the teacher-centered teaching method or of a student-centered interactive pedagogy and teaching which actually is a communication-

PURPOSES OF THE STUDY
Within the above mentioned framework, the present study deals with the phenomenon of human communication and focuses on the communication style of teachers. More specifically, the study explores the communication styles of primary school teachers during teaching process, utilizing modern Greek and international typology and teachers' communication strategies according to Jay Lemke (1990) and behaviors related to verbal and nonverbal immediacy during teaching. Those communication styles shaping the school climate and contribute in interpersonal relationship development among teachers, students and parents. More specifically, the study aims to investigate: 1.
Which one of the twelve (12)

METHOD
In order to be investigated the purposes and the specific objectives of this study in primary school units research was conducted on May 2016. The whole project was based on the principles of research ethics and common procedures related to the nature of present research subject.

Sample of the Study
The sample of the study was been consisted of fifty (50) teachers in total who were working in primary schools of the Rhodes city -Greece. Twenty-three (23) of them were men and twenty-seven (27) of them were women between 30-50 years of age. The sample was homogeneous. Only primary school teachers were participated in the study without restrictive criteria regarding years of work, level of study, the institutional framework of schools they were working etc.

Data Collection Instrument
The instrument of research data collection was an improvised questionnaire by the researchers of the study structured in three parts. In each of that parts the participating teachers answered the given statements (or questions) closing in a circle the given answer which was only agree or disagree. The first part of the questionnaire was consisted of twelve (12) statements, the second part was consisted of six (6) statements and the third part was consisted of forty-three (43) statements. The (43) statements (or questions) of the third part were divided into twelve groups of statements equal to the twelve styles of communication approached in the present study. Every group of that statements (or questions) was depicted communicative behaviors related to verbal and nonverbal teaching immediacy in the classroom during teaching process.

Data Collection Procedure
Questionnaire was decided to be the main instrument for research data collection. It was distributed in person by the researchers to the participating teachers who were been informed for the subject of present study and the terms for its conduction. Anonymity of participating teachers was assured. All statements/questions were closed. Only one answer could be given choosing between agree or disagree (yes/no). The collection of questionnaires was completed within one month as a result of small amount of the sample and the closed type of statements/ questions in which the participating teachers were invited to provide answers. The process of reaching conclusions was mainly based on the analysis and interpretation of gathered quantitative data. All results of Part C are briefly shown in Table 2 based on communication styles created according to J. L. Lemke dominated verbal communication strategies during teaching process.

CONCLUSIONS
Analyzing and interpreting the results of the research data it is generally concluded that teachers use various communication styles with the Assertive

LIMITATIONS AND STRENGTHS
The enrichment of this study with variables such as the experience or training of teachers, the institutional framework for the operation of schools etc. could positively contribute to its expanding in order more robust results to be come out. In this context preschool, primary and secondary schools could be participate in a such study in order to be investigated similarities and differences in the teachers' communication style based on the educational level they are teach. In addition, the combination of questionnaire and classroom observation could make a significant contribution to enhancing the findings of exploring teacher communication styles during teaching.

ACKNOWLEDGEMENTS
Many warm thanks to all participants in this study. All of them were voluntarily participated and with great willingness. Their responses contributed to the realization of this study in the best possible way.