The excellence of educational institutions can be developed and improved by the teachers’ consistent and effective communication in classrooms. This study embarks to investigate the effect of teachers’ communication style (CS) on their communication effectiveness (CE), based on self-assessment, during classroom teaching. The results indicate that CS has significant influence on CE, with “Expressiveness” and “Preciseness” emerging as best styles of communication, whereas “Verbal Aggressiveness” has negative impact on faculties’ CE. It also investigates the differences in CE of the faculty based on their gender and subject specialization. Findings indicate gender differences on the basis of two CE variables—“Listening” and “Ability to get the Message Across.” But there is no difference in instructors’ CE when compared on basis of subject specialization. The findings of the study have implications for the faculty members to enhance their CE, by understanding their CS, which will further have an impact on students’ satisfaction and learning.

Personality traits of teachers are critical to their teaching reflections as well as students learning and satisfaction. However, there is no guiding framework about which personality factors and style of communication are important for teachers’ communication effectiveness during their classroom teaching. The current research studies the impact of personality traits on Communication Effectiveness (CE) of teachers during their classroom teaching and the mediating role of their Communication Style (CS). A sample of 250 teachers from Indian higher education institutions participated in the exploratory study. The study applies PLS-SEM, a theoretical model was proposed and the results point to a total mediating impact of CS on the relationship between personality and CE. The direct effect of the personality traits on communication effectiveness, although positive becomes insignificant, indicating that to a major extent the influence of personality traits on communication effectiveness is explained by the communication style of the teachers. “Conscientiousness” and “Extraversion” personality traits are the most significant personality traits which bring about communication effectiveness in teachers through their “expressive” and “precise” communication styles. Validation of the proposed model will facilitate the teachers to assess their personality traits and identify the most suitable teaching styles which will make their classroom teaching effective thus, enhancing students’ class participation and academic performance.