The study aimed to identify the level of education supervisors’practices of educational communication skills in the Faculty of Educationat the University of Al-Aqsa , and to know the differences between the meansof estimations of students towards their supervisors’ practices of those skillsdue to these variables: (sex - specialization - employment status). The studyalso aimed at identifying the educational communication obstacles for theeducational supervisors from the point of view of their students and thesuggestions provided by students to activate the practices of supervisors ofthose skills.The researchers used the descriptive analytical method in this study,and they used two tools : the first one was the questionnaire of educationalcommunication skills, which was distributed to a random sample of (297)students, representing 29% of the population of the study.The second was an interview form which was distributed to (52) studentsto know the obstacles of educational communication skills and suggestions toactivate those skills.The main results of the study:1. The rate of students’ estimation for the supervisors’ practices of educationalcommunication skills in the first scope (verbal communication) was %78.8,and (written communication) reaches %72, while the communicationpantomime and movement, was %61.3.As shown by the results of the study, there are no statistically significantdifferences between estimation means among the students due to the variablesof : sex ,specialization and employment status.2. The study also identified some obstacles for the activation of the educationalcommunication and offered some suggestions for improvement from thepoint of view of students.
Abd Aljawad, Eyad Ibrahim and Qandeel, Anisa Atyah
"The Use of Communication Skills by the Practical Education Supervisors at the Faculty of Education at Al-Aqsa University.,"
Journal of Al-Quds Open University for Educational & Psychological Research & Studies: Vol. 1:
2, Article 5.
Available at: https://digitalcommons.aaru.edu.jo/jaqou_edpsych/vol1/iss2/5