Abstract

• The present study investigated the prospective teachers’ interpersonal communication skills. A total of 224 participants (first year 115 and final year 109) from the prospective teachers (2018-2019 AY) participated in this study. The participants were randomly selected from Yangon University of Education. The required data for this study were collected and analyzed by descriptive analysis, independent sample t-test method. Inventory on the prospective teachers’ interpersonal communication skills consists of 40 items. There are ten subscales in each subscale. According to the result, the mean value for handling emotional interaction subscale was highest and that of listening subscale was lowest. It can be concluded that prospective teachers were good at handling emotional interaction and weak at listening comparing with other subscales. The interpersonal communication skills of the prospective teachers were satisfactory because the mean value of interpersonal communication skills was above average. The mean values of females were higher than that of males in the subscales of sending clear message, listening and handling emotional interaction. But the mean value of males was higher than that of males in the subscale of giving and getting feedback. The mean value of fifth year student was higher than that of first year in this subscale. It meant that fifth year prospective teachers were better in sending message clearly and they have more experienced in social dealing and they can handle the situation easily. Furthermore, they also know how to give the message beneficially and vividly to other people.