This study explores communication skills in rural secondary schools in Maharashtra, India, employing a qualitative methodology to understand the dynamics between teachers and students, classroom interactions, and educational practices that influence communication. Through semi-structured interviews, classroom observations, and focus group discussions with 20 teachers and 50 students across three districts, the research identifies barriers such as language disparities, teacher-centered pedagogy, and limited resources. Thematic analysis reveals that oral communication is often stifled by hierarchical classroom structures, while written communication suffers from inadequate feedback mechanisms. The findings underscore the need for teacher training in interactive methods and culturally responsive pedagogy. This paper contributes to discourse on educational equity, emphasizing communication skills as a cornerstone for holistic student development in rural contexts.
Mrs. Shital Manoj Sadale (Thu,) studied this question.