Volume 6, Issue 4 (Vol 6, No 4 (22)- In Press 2026)
2026, 6(4): 630-643 |
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Garoosi F S, Kareshki H, Pakdaman M. (2026). Developing and Validating a Protocol for Teaching Nonverbal Behaviors in the Classroom to Teachers Aimed at Improving Teacher-Student Interaction. Journal of Childhood Health and Education. 6(4), 630-643. doi:10.32598/JECHE.6.4.422.1
URL: http://jeche.ir/article-1-377-en.html
URL: http://jeche.ir/article-1-377-en.html
1- Department of Psychology, Qae.C., Islamic Azad University, Qaenat, Iran.
2- Department of Counseling and Educational Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
2- Department of Counseling and Educational Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
Abstract: (174 Views)
Background and Aim Establishing effective communication is one of the keys to successful teaching. It seems essential to design a protocol that, through teaching nonverbal communication, helps improve teacher-student interaction in the classroom. The aim of the present study was to develop a protocol for teaching nonverbal behaviors in the classroom.
Research Methods This study was applied in terms of purpose and mixed-method (qualitative-quantitative) in terms of methodology, conducted as a sequential exploratory study. In the qualitative phase, the protocol was developed, and in the quantitative phase, its validity was assessed. The statistical population consisted of teachers employed during the 2024-2025 academic year. In both qualitative and quantitative phases, the sample included specialized and experienced teachers with at least fifteen years of experience and a minimum of a master’s degree in educational sciences and psychology.
Results The developed protocol included five 90-minute sessions focusing on five topics as follows: Familiarity with general principles of effective communication in the classroom, basics of nonverbal communication, titles, concepts, and characteristics of nonverbal communication, factors affecting nonverbal communication, and consequences of nonverbal communication in the classroom, which were extracted based on the review of literature and teachers’ perceptions from in-depth interviews. The protocol validation was based on the content validity method, employing relative content validity coefficient and content validity index.
Conclusion The findings indicate that this protocol, based on experts’ viewpoints, has satisfactory content validity. A validity index of one was obtained.
Research Methods This study was applied in terms of purpose and mixed-method (qualitative-quantitative) in terms of methodology, conducted as a sequential exploratory study. In the qualitative phase, the protocol was developed, and in the quantitative phase, its validity was assessed. The statistical population consisted of teachers employed during the 2024-2025 academic year. In both qualitative and quantitative phases, the sample included specialized and experienced teachers with at least fifteen years of experience and a minimum of a master’s degree in educational sciences and psychology.
Results The developed protocol included five 90-minute sessions focusing on five topics as follows: Familiarity with general principles of effective communication in the classroom, basics of nonverbal communication, titles, concepts, and characteristics of nonverbal communication, factors affecting nonverbal communication, and consequences of nonverbal communication in the classroom, which were extracted based on the review of literature and teachers’ perceptions from in-depth interviews. The protocol validation was based on the content validity method, employing relative content validity coefficient and content validity index.
Conclusion The findings indicate that this protocol, based on experts’ viewpoints, has satisfactory content validity. A validity index of one was obtained.
Type of Study: Research |
Subject:
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Received: 2025/10/5 | Accepted: 2026/01/3 | Published: 2026/01/3
Received: 2025/10/5 | Accepted: 2026/01/3 | Published: 2026/01/3
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