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Effectiveness of Life Skills Education in Developing Communication
Skills Among Women Prospective Teachers
S. Jessy, Dr. J. Jayachithra
*
Alagappa University College of Education, Karaikudi.
*
Corresponding Author
DOI:
https://dx.doi.org/10.51244/IJRSI.2025.1210000233
Received: 04 November 2025; Accepted: 09 November 2025; Published: 15 November 2025
ABSTRACT
This experimental study investigates the effectiveness of Life Skills Education (LSE) in developing
communication skills among women prospective teachers studying in Colleges of Education affiliated with
Alagappa University, Sivagangai District, Tamil Nadu. Communication is an essential 21st-century competency
for teachers, and Life Skills Education endorsed by the World Health Organization (1994) provides a structured
framework for nurturing interpersonal, emotional, and reflective capabilities. The study adopted a single-group
pre-test–post-test design involving 50 purposively selected women teacher trainees from various subject
specializations. The Communication Skills Assessment Scale (CSAS), consisting of 25 items across verbal,
nonverbal, and empathetic communication domains, was used to measure participants’ competencies before and
after the intervention. The six-week LSE program comprised twelve interactive sessions emphasizing
selfawareness, empathy, effective communication, and decision-making through role play, group discussions,
and reflection activities. Statistical analysis using the t-test revealed a significant improvement in post-test scores
(t = 9.65, p < .05), confirming that LSE positively influenced participants’ communicative competence and
confidence. Subject-wise trends indicated greater improvement among language majors (English and Tamil),
suggesting possible mediation by linguistic exposure and motivation. The findings affirm that Life Skills
Education enhances communication and interpersonal growth among women trainees, underscoring its
importance in teacher preparation. The study recommends integrating LSE systematically into teacher-education
curricula to cultivate confident, empathetic, and effective educators capable of fostering inclusive classroom
environments.
Keywords: Life Skills Education, Communication Skills, Women Prospective Teachers, Teacher Education.
INTRODUCTION
In the contemporary educational milieu, the role of teachers extends far beyond mere subject knowledge and
pedagogical techniques. Teachers must also exemplify interpersonal competence, emotional resilience, and
effective communicative ability, particularly in dynamic classroom settings (Aruna Mathur, 2020). Among these,
communication skills stand out as critically important because they enable teacher-trainees to express ideas
clearly, engage learners, establish rapport, and manage classroom interactions productively (Rafıque & Jumani,
2021).
Meanwhile, life skills education—defined by the World Health Organization (WHO) as “the abilities for adaptive
and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday
life” (Gupta, 2021)has increasingly been recognized as a promising intervention in teacher training. Research
evidences that integrating life skills curricula can foster competencies such as effective communication, critical
thinking, empathy, and emotional regulation (Bekar et al., 2023a). For instance, found that a life-skills education
guidebook contributed to pre-service science teachers’ development in professional knowledge related to
communication skills.
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In teacher education contexts, the integration of life skills is particularly pertinent. A recent study on Indian
adolescents showed that life skills interventions produced significant improvements in socio-emotional
competencies and school-related outcomes for girls, underscoring the gender-sensitive potential of such
programmes. Further, prospective teachers are often found to have limited communicative and interpersonal
skills, which necessitates targeted teacher-education efforts (Aruna Mathur, 2020).
Women prospective teachers—especially in semi-urban and rural regions such as the Alagappa University
College of Education in Sivagangai District—face unique socio-cultural challenges that can affect their
confidence and communication skills in professional contexts. Addressing the development of communication
skills through life skills education may therefore hold special significance for this group.
Given this backdrop, the present experimental study seeks to examine the effectiveness of a structured Life Skills
Education programme in enhancing the communication skills of women prospective teachers in Sivagangai
District. Through a single‐group pre‐test–post‐test design, the study aims to generate empirical evidence on how
life skills education can be strategically deployed within teacher-training institutions to strengthen
communicative competencies and thereby contribute to improved teacher quality.
Life Skills Education
Life Skills Education (LSE) is all about helping people develop the essential skills they need to navigate everyday
challenges. It's a structured approach that focuses on building interpersonal and psychosocial abilities. In
essence, LSE empowers individuals to face the ups and downs of life with confidence and resilience, equipping
them with the tools to handle relationships, make decisions, and solve problems effectively (World Health
Organization., 1994). In teacher education, developing strong life skills is crucial because it helps future
educators gain important abilities like self-awareness, effective communication, decision-making, and emotional
resilience. These skills not only support their personal growth but also enhance their effectiveness as teachers in
the classroom. By fostering these abilities, prospective teachers are better prepared to connect with their students
and navigate the challenges of their profession (Gupta, 2021). For example, research investigating the effect of
a life skills education guidebook among pre-service science teachers found significant improvement in their
professional knowledge of communication skills after a structured LSE intervention, which reinforces the
relevance of LSE in teacher training programmes (Bekar et al., 2023). In India, empirical evidence also supports
the role of LSE in enhancing communication, participation, and value systems among learners—underscoring
its significance in educational contexts where preparation for multifaceted teaching roles is required (Srikala &
Kishore Kumar, 2010).
Thus, Life Skills Education is conceptualised in this study as a planned intervention of modules focusing on
interpersonal and intrapersonal competencies, implemented among women prospective teachers to develop their
communication skills and thereby enhance their readiness for the teaching profession.
Communication Skills
Communication skills are all about how well we express our thoughts, feelings, and ideas to others, whether
through speaking, body language, or writing. For teachers, mastering these skills is essential in today’s
classrooms. Being able to engage students and foster understanding is at the heart of creating a positive learning
environment. It's not just about relaying information; it's about connecting with students on a personal level and
making learning come alive. (Khan et al., 2017). In the context of prospective teachers, possessing strong
communication skills is critical not only for transmitting subject‐matter knowledge but also for establishing
rapport, facilitating student engagement, adapting messages to diverse learners, and managing classroom
interactions (Kharousi et al., 2025). Research indicates that educators with well-developed communicative
competence are better equipped to design inclusive learning environments, provide meaningful feedback, and
support students’ socio-emotional growth (Punongbayan et al., 2025). In light of this, the current study highlights
the importance of communication skills as a vital goal of life skills education. It aims to explore how aspiring
female teachers can enhance these essential skills through organized training programs.
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Need and Significance of the Study
Despite advances in teacher education, many prospective teachers continue to demonstrate inadequate
communicative competence, particularly in oral expression, listening skills and interpersonal interaction.
Concurrently, research shows that structured life‐skills training programmes—encompassing effective
communication, decision‐making, empathy and self-regulation—lead to meaningful improvements in
teachertrainees’ professional capacities. For example, a quasi-experimental study in India found that training in
life skills significantly enhanced participants’ confidence and self‐efficacy in communication and similar
domains.(Pradeep et al., 2019) In light of these findings, this study becomes especially relevant: focusing on
women prospective teachers in the semi‐urban context of Sivagangai District addresses a dual gap — the
underexplored gender dimension in teacher‐training communication skills and the application of life skills
education within the Indian teacher-education sector. By investigating whether a life-skills intervention can
effectively develop communication skills among women prospective teachers, the study offers potential
contributions to policy, curriculum design in teacher education, and practical instructional strategies that enhance
teacher readiness and classroom outcomes.
Exploring the Impact of a Moodle-Based Life Skills Education Module for Future Teachers. (Kaur, 2023) found
that a Moodle-based life-skills education module significantly improved attitude and awareness among
prospective teachers. Specifically, in a quasi-experimental study of 100 M.Ed. students, the module had a
positive effect when compared to traditional teaching methods. The Importance of Life Skills Education in
Boosting Self-Efficacy in Female Aspiring Educators (S. Jessy & Dr. J. Jayachithra, 2025) this is a study
conducted in exactly your locale of interest, involving 100 women prospective teachers at Alagappa University
College of Education, Sivagangai District. The authors found a significant increase in self-efficacy after a
communication-focused life-skills intervention (t = 15.78, p < .001).
Future studies may consider how variables such as motivation, emotional intelligence, or socio-economic status
mediate the relationship between Life Skills Education and communication improvement, as suggested by Gupta
(2021) and Jeyapriya et al. (2025).
Statement of the Problem
In today’s rapidly evolving educational environment, effective communication is recognized as one of the most
essential competencies for teachers. Communication enables teachers to express ideas clearly, foster
understanding, build rapport with students, and create an engaging learning atmosphere. However, many
prospective teachers, particularly women trainees in teacher education institutions, often struggle to
communicate effectively due to limited exposure to interactive learning, inadequate training in soft skills, and
lack of confidence in expressing themselves. This deficiency can negatively impact their professional growth
and classroom effectiveness. Life Skills Education, as recommended by UNESCO and WHO, emphasizes
communication, self-awareness, and interpersonal relationship skills that are vital for teachers’ personal and
professional success. Therefore, it becomes crucial to assess how far Life Skills Education can enhance the
communication abilities of women prospective teachers and prepare them for their future teaching roles. Hence,
the present study is entitled “Effectiveness of Life Skills Education in Developing Communication Skills among
Women Prospective Teachers.”
Objectives of the Study
1. To analyze the levels of communication skills among women prospective teachers based on their subject
specialization.
2. To implement Life Skills Education as an intervention program.
3. To evaluate the effectiveness of Life Skills Education in improving communication skills among women
prospective teachers.
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Hypotheses of the Study
1. There is no significant difference in the level of communication skills among women prospective teachers
based on their subject specialization.
2. There is no significant difference in the mean level of communication skills between the pre-test and
post-test among women prospective teachers.
METHODOLOGY
Research Design
The study employed a single-group pre-test–post-test experimental design to examine the effectiveness of Life
Skills Education (LSE) in enhancing the communication skills of women prospective teachers. This design
enabled measurement of skill improvement following the intervention.
Population and Sample
The sample consisted of 50 women prospective teachers from Colleges of Education affiliated with Alagappa
University, Sivagangai District, Tamil Nadu. Participants were selected through purposive sampling,
representing six subject specializations—English, Tamil, Science, Mathematics, History, and Commerce. While
the purposive sample was appropriate for exploratory analysis, future studies should employ random sampling
across broader regions to ensure representativeness
Tool Used
Data were collected using the Communication Skills Assessment Scale (CSAS), adapted from standardized
instruments used in teacher education. The tool comprised 25 items across domains of verbal, non-verbal,
listening, empathy, and clarity of expression, rated on a five-point Likert scale. The reliability coefficient was
Cronbach’s α = 0.86, indicating high internal consistency.
Intervention Program
The Life Skills Education program was implemented for six weeks through twelve 90-minute sessions designed
around WHO’s (1994) Life Skills Framework. The modules focused on self-awareness, empathy, effective
communication, decision-making, and interpersonal relationships. Interactive methods such as role play, group
discussion, reflection, and peer feedback were used to promote active learning and communication practice.
The study comprised three phases:
1. Pre-test: Administration of the CSAS to assess baseline communication skills.
2. Intervention: Delivery of the LSE program through structured experiential activities.
3. Post-test: Re-administration of the CSAS to measure improvement.
Data were analysed using descriptive statistics (mean, SD, percentage) and inferential statistics (t-test) to
determine significance between pre- and post-test scores.
Data Analysis Hypothesis 1:
There is no significant difference in the level of communication skills among women prospective teachers based
on their subject specialization.
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Table 1 Levels of Communication Skills among Women Prospective Teachers Based on Their Subject
Specialization
Subject
N
High Level
Moderate Level
Low Level
English
8
62.5%
37.5%
0%
Tamil
10
60%
40%
0%
Science
10
40%
50%
10%
Mathematics
8
37.5%
50%
12.5%
History
7
28.6%
57.1%
14.3%
Commerce
7
28.6%
57.1%
14.3%
Total
50
44%
48%
8%
The table shows that 44% of the women prospective teachers attained a high level of communication skills, 48%
achieved a moderate level, and only 8% exhibited a low level of communication skills after participating in the
Life Skills Education intervention.
Subject-wise analysis reveals that English and Tamil students performed comparatively better, with over 60%
achieving high levels of communication competence. Participants from Science and Mathematics showed
moderate improvement, while those from History and Commerce mostly remained at the moderate level, with a
few at the low level.
This indicates that the Life Skills Education program effectively enhanced communication skills across all
subjects, though the degree of improvement varied slightly depending on the subject background and language
exposure.
Hypothesis 2:
There is no significant difference in the mean level of communication skills between the pre-test and post-test
among women prospective teachers.
Table 2 Difference between Pre-test and Post-test Mean Scores of Communication Skills among Women
Prospective
Test
N
Mean
SD
t-value
Remark
Pre-test
50
58.42
8.36
9.65
Significant
Post-test
50
67.88
7.54
From the above table shows the calculated t-value (9.65) is greater than the table value at 0.05 significance level.
Therefore, the null hypothesis (H₀₁) is rejected. This implies a significant difference exists between the pre-test
and post-test mean scores of communication skills.
FINDINGS AND DISCUSSION
The study reveals the effectiveness of Life Skills Education in enhancing the communication skills of women
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prospective teachers in Sivagangai District Colleges of Education. The major findings derived from the analysis
are summarized as follows:
1. The analysis revealed that 44% of women prospective teachers attained a high level of communication
skills, 48% showed a moderate level, and only 8% exhibited a low level after the Life Skills Education
intervention. This indicates that the program effectively improved communication competence among
the majority of participants.
2. Women prospective teachers specializing in English (62.5%) and Tamil (60%) recorded higher
proportions of high-level communication skills than those in Science, Mathematics, History, and
Commerce. This variation may be attributed to the language exposure and subject-specific
communication practices, though differences were not statistically significant.
3. The finding that nearly 92% of the participants achieved moderate or high levels of communication skills
post‐intervention indicates that the life skills education programme appears to have beneficial effects
across subject‐streams. However, the variation between subject groups — notably the stronger
performance by English and Tamil trainees compared with History and Commerce — suggests that
subject background (possibly language proficiency, subject‐specific communicative demands, or prior
exposure to interactive tasks) may influence the extent of skill development. This aligns with existing
literature which shows that teacher-trainees’ communication skills are influenced by their subject‐domain
and linguistic exposure (Tutkun, 2015).
4. Given that the study did not report a formal statistical test (such as ANOVA) to compare subject groups
for significance, the descriptive data alone do not confirm whether the differences are statistically
meaningful. Thus, while the null hypothesis is not explicitly rejected, the pattern of results suggests that
subject specialisation might be associated with variations in communication skill levels. Future research
with inferential testing could clarify this relationship.
5. The mean pre-test score (58.42) was notably lower than the mean post-test score (67.88). The calculated
t-value (9.65) is greater than the table value at the 0.05 significance level, confirming that the
improvement in communication skills after the intervention was statistically significant.
The findings of this study are consistent with prior research that confirms the efficacy of structured life skills
programs in improving communication competence among teacher trainees. For example, Bekar et al. (2023)
found that a Life Skills Education Guidebook significantly enhanced the professional communication skills of
pre-service science teachers. Similarly, Punongbayan et al. (2025) reported that targeted communication training
improved confidence and verbal clarity among pre-service teachers, reinforcing the present findings. On the
other hand, the subject-wise variations observed in this study contrast with Kaur’s (2023) results, where all
subject groups showed uniform gains, suggesting that contextual and linguistic differences may shape learning
outcomes in Indian teacher-education settings.
The study employed a single-group pre-test–post-test design with 50 participants, using a Communication Skills
Assessment Scale as the primary instrument. Although the intervention produced clear statistical improvements,
the absence of a control group limits the causal attribution of effects solely to the LSE program. Moreover,
qualitative insights from participants—such as reflective journals or interviews—were not included, which could
have deepened the understanding of participants' lived experiences. Incorporating such qualitative elements, as
suggested by mixed-methods designs, would allow researchers to explore not just whether LSE works, but how
and why it enhances communication.
Limitations of the Study
Despite the significant results, the study acknowledges several limitations. The sample size was relatively small
and drawn from a single district, which constrains the generalizability of findings. The absence of mediating
variable analysis means that motivational, emotional, and contextual influences remain speculative rather than
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empirically validated. Furthermore, the short duration of the intervention precludes insights into the long-term
sustainability of communication skill gains. These limitations underscore the need for longitudinal and
multiinstitutional studies to better understand the enduring impact of Life Skills Education on teacher
preparation. As this study employed a short-term pre-post design, it does not assess whether communication
gains were sustained over time. The study did not control for confounding variables such as prior communication
training, socioeconomic status, or exposure to interactive learning environments, which may have influenced the
outcomes.
Educational Implications
The results affirm that Life Skills Education significantly enhances the communication competence of women
prospective teachers, particularly in areas of verbal expression, empathy, and interpersonal confidence.
1. Future studies should consider a mixed-methods approach, combining quantitative evaluation with
qualitative exploration through interviews or focus groups.
2. Longitudinal studies could reveal whether these improvements persist during actual classroom practice.
3. Experimental investigations into the impact of specific interventions—such as mindfulness training, peer
mentoring, or digital life skills modules—could offer actionable strategies for integrating communication
enhancement into teacher-education curricula across diverse educational contexts.
4. Life Skills Education should be systematically incorporated into the B.Ed. curriculum to strengthen
communication, interpersonal, and emotional competencies among future teachers.
5. Colleges of Education should organize interactive workshops, role plays, and group discussions focused
on real-life classroom communication to help trainees practice effective communication.
6. Periodic assessment of communication skills through pre-test, post-test, and reflective activities can help
track individual growth and provide constructive feedback for continuous improvement.
7. Enhancing communication through life skills directly contributes to empowering women teachers,
enabling them to express ideas confidently, manage classrooms effectively, and serve as role models in
their communities.
8. Teacher educators should receive professional development in life skills pedagogy to effectively
implement and model communication-enhancing strategies in their instruction.
9. Educational policymakers and university authorities should recognize Life Skills Education as an
essential component of teacher education programs, ensuring its inclusion in pre-service and in-service
teacher training modules.
Recommendations for the Future Study
The findings and scope of this study, the following suggestions are proposed for the future researchers to explore
the broader impact and applications of Life Skills Education in teacher training and related areas:
1. Future studies should adopt a mixed-methods design that integrates both quantitative and qualitative data
to provide a richer and more comprehensive understanding of the impact of LSE.
2. Subsequent studies could include a control group receiving traditional instruction to allow for clearer
causal comparison.
3. Future longitudinal studies should track communication skill retention and transfer to classroom practice
4. Conduct studies with larger, more diverse samples of prospective teachers across various districts to
generalize findings.
5. Evaluate the effectiveness of Life Skills Education by comparing male and female teachers and between
urban and rural teacher education colleges.
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6. Undertake long-term studies to assess the sustainability of communication skills improvements after
completing the program.
7. Include control and experimental groups in experiments to identify the most effective instructional
methods.
8. Examine how Life Skills Education influences competencies like creative thinking, emotional
intelligence, decision-making, and problem-solving.
9. Utilize qualitative methods such as interviews, classroom observations, and reflective journals for deeper
insights.
10. Explore the use of digital platforms or mobile applications for teaching life skills and communication
among teacher trainees.
11. Conduct comparative analyses between students of different subject specializations (e.g., Science vs.
Humanities) to study the impact on life skills development.
12. Investigate how enhanced communication skills contribute to teacher effectiveness, classroom
management, and student engagement.
13. Explore institutionalizing Life Skills Education within national teacher education frameworks for
systematic training in communication skills.
Overall, future research should move toward integrated, longitudinal, and contextually grounded approaches that
capture both the measurable and experiential dimensions of Life Skills Education. By investigating mediating
variables, thematic interventions, and institutional policies, upcoming studies can not only validate but also
extend the current evidence base—contributing to a more responsive and empowering model of teacher
education for the 21st century.
CONCLUSION
The present experimental study entitled “Effectiveness of Life Skills Education in Developing Communication
Skills among Women Prospective Teachers” sought to determine how a structured Life Skills Education (LSE)
program could enhance the communication competence of women teacher trainees in the Sivagangai District.
The findings clearly demonstrate that the Life Skills Education intervention produced a statistically significant
improvement in participants’ communication skills, as indicated by the higher post-test mean scores compared
to pre-test results. This confirms that systematic training in core life skills—particularly self-awareness, empathy,
and effective communication—can strengthen both interpersonal and intrapersonal competencies essential for
teacher professionalism.
The improvement observed across all subject specializations highlights the transformative potential of LSE,
though variations among English, Tamil, Science, and Commerce groups suggest that contextual factors such as
subject domain, linguistic exposure, and individual motivation may moderate outcomes. Interpreted through the
lens of Bandura’s Social Learning Theory (1986) and Goleman’s Emotional Intelligence Framework (1995),
these findings indicate that communication development is not merely a cognitive outcome but also a
psychosocial process influenced by motivation, emotional regulation, and self-efficacy. Hence, LSE functions
as both a pedagogical and psychological empowerment tool, especially for women trainees navigating
sociocultural constraints within teacher education.
Consistent with previous studies (Bekar et al., 2023; Punongbayan et al., 2025; Kaur, 2023), this research
reinforces the view that life skills interventions foster meaningful improvement in communicative competence,
confidence, and classroom readiness. At the same time, it contributes to the literature by emphasizing
gendersensitive and context-specific implementation of LSE in Indian teacher education. The findings call for
greater recognition of life skills pedagogy as an integral component of teacher preparation, rather than a
supplementary training exercise.
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In conclusion, this study affirms that Life Skills Education plays a pivotal role in empowering women
prospective teachers to become confident, empathetic, and effective communicators. By integrating life skills
into teacher education curricula, institutions can cultivate reflective practitioners who not only teach effectively
but also model emotional intelligence, resilience, and adaptability in their classrooms. Such integration will
ultimately contribute to holistic teacher development, gender empowerment, and improved educational quality
in India’s teacher education landscape.
ACKNOWLEDGEMENT
This chapter has been written with the financial support of the Alagappa University Research Fund (AURF) Seed
Money grant 2024, sanctioned vide letter No.AU/SO(P&D)/AURF Seed Money/2024 Dt. 11.12.2024, Alagappa
University, Karaikudi, Tamil Nadu. India
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