The Persuasive Skills of Chinese Teachers Toward Better Understanding and Connection with Students

Meishu He; DR. REGINA B. NACIONAL

doi:10.54097/f04qrr25

Authors

Meishu He
DR. REGINA B. NACIONAL

DOI:

https://doi.org/10.54097/f04qrr25

Keywords:

Persuasive Skills, Teachers, Students, Teaching Experience, Education

Abstract

The data analysis indicated that the bulk of the respondents fall within the age range of 31 to 40 years. Regarding their assigned sex, the majority of them are male teachers. Based on their years of experience, the data indicates that most of the participants possess teaching experience ranging from 1 to 5 years. Using the independent sample t-test, it produced p-values that are lower than the 0.05 level of significance for taking a stand (t = 2.48; p = 0.013) and overall persuasive skills (t = 1.97; p = 0.049). Hence, the researcher will reject the null hypothesis and conclude that there is a significant difference among the variables. Specifically, male teachers (M = 1.62) have a higher assessment of taking a stand and overall persuasive skills than female teachers (M = 1.60) by 19 to 24%. However, regardless of their assigned sex, the assessment of persuasive skills in terms of audience-centric (p = 0.777), positive conversation (p = 0.354), encouraging commitment (p = 0.350), and powerful point of view (p = 0.782) is the same. The Tukey post-hoc test revealed that the differences found between those teachers who have teaching experience of 1-5 and 11-15 years, 1-5 and 16-20 years, 1-5 and 6-10, 1-5 and 21 years and up, as well as between 6-10 and 21 years and up. Comparing the groups, teachers who have teaching experience between 1 to 5 and 6-10 years have higher assessment of persuasive skills in terms of audience-centric, encouraging commitment, positive conversations, taking a stand, and overall.

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