Reimagining The Role of Individual, Job and Organizational Factors On Class Communication of University Faculties: A Paradigm Model for Effective Class Delivery.

Abstract

The study aimed to find the factors related to self, job, and organization that cause an impact on the class communication of Faculty Members. Following Grounded Theories, the authors explored how these factors influence the delivery of effective class communication. Focused Group Discussion was adopted to find meanings from interactions and draw relatedness between statements. The authors used personal interviews with selected participants and applied sentiment analysis to gain a deeper understanding. The result indicates Positive Emotion, Passion for Teaching, Competence, Self-Coherence, Workload, Role Ambiguity, LMX, and TMX influence faculty's classroom communication. Influencers determined in qualitative study subjected to multiple regression and Soble test for ascertaining the relationships numerically.

The result showed individual factors of competence, sense of coherence, and passion for teaching positively induce classroom communication, workload, and role ambiguity-the job factors negatively influence effective class communication and organizational environment- positive TMX and LMX impact positive class communication. Passion for teaching mediates partially the impact of heavy workload and role ambiguity on class delivery of the university faculties.

The study gets support from Cognitive Evaluation Theory as determinants that facilitate or restrain intrinsic motivation also impact class communication.

University Administrators may observe these factors and take initiatives to improve the academic environment and ineffective class delivery by the faculty members.

Investigation of the influence of individual, job, and organizational factors on the communication of university faculties in class is new in the field.