Effectiveness of Life Skills Education in Developing Communication Skills Among Women Prospective Teachers

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.

Life Skills Education, Communication Skills, Women Prospective Teachers

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