This study investigates the distribution of active listening skills among students enrolled in teacher training programs for primary education, with the primary objective of identifying variations in these abilities within this specific cohort. A sample of 66 participants, predominantly female (63 females, 3 males), aged between 20 and 24 years (with a mode of 20 years), provided demographic data and completed the Active Listening Scale (AEL-S). The AEL-S assesses three distinct subscales: Sensing, Processing, and Responding.

Analysis of the subscales revealed generally robust competencies in active listening. The Sensing subscale, which evaluates the ability to perceive both verbal and non-verbal communication cues, yielded a mean score of 22.08 (SD = 2.495). The Processing subscale, which measures cognitive processing and comprehension of information, had a mean score of 14.17 (SD = 2.587). The Responding subscale, assessing the ability to offer appropriate feedback, showed a mean score of 21.94 (SD = 2.971). The overall mean score for the AEL-S was 58.18 (SD = 6.378), indicating a generally high level of active listening skills within the sample.

Spearman’s rank correlation coefficients revealed significant positive correlations between the subscales, suggesting a strong interrelation among the dimensions of active listening. Specifically, the correlation between Sensing and Processing was moderate (r = 0.481, p < 0.001), indicating that students proficient in perceiving communication cues also tended to excel in processing information. Additionally, both Sensing and Responding (r = 0.385, p < 0.01), as well as Processing and Responding (r = 0.317, p < 0.01), exhibited positive correlations. These findings underscore the interconnected nature of active listening skills, suggesting that strengthening one dimension may enhance others.

Reliability analysis using Cronbach’s alpha yielded a point estimate of 0.734, indicating very good internal consistency, with a 95% confidence interval ranging from 0.626 to 0.816. This supports the reliability of the AEL-S as a measure of active listening. Furthermore, an assessment of individual item reliability demonstrated that none of the items substantially decreased the overall alpha, confirming that all items contribute meaningfully to the scale.

The assumption of multivariate normality was confirmed through the Shapiro-Wilk test (p = 0.107), indicating no significant deviation from normality. This finding supports the use of parametric statistical methods and affirms the validity of the analyses conducted.

The results suggest that, while the majority of students exhibit strong active listening skills, there is still a subset requiring targeted interventions to further develop these competencies. The study highlights the importance of integrating active listening training into teacher education programs. This would enhance communication abilities, which are essential for effective teaching. Future research should explore the impact of demographic factors such as gender and age on active listening development, as well as examine how such training may influence teaching practices and student outcomes in primary education contexts.

Keywords: Active listening, primary education, student competencies.