Gen Z's Perception of the Interpersonal Communication Behavior of Guidance and Counseling Teachers That Can Build Rapport

Authors

DOI:

https://doi.org/10.47679/jopp.8112542026

Keywords:

Generation Z perceptions, interpersonal communication, rapport

Abstract

The research is based on the problem of negative perceptions of students who consider BK teachers as "school police" and lack of student trust. This study examines the important role of interpersonal communication of Guidance and Counseling teachers in building rapport with generation Z students. The method used is a qualitative survey with a non-probability sampling technique, the study involved 163 high school students in Bandar Lampung through voluntary sampling. Data were collected through online questionnaires and FGDs about the comfort of interacting with BK teachers and analyzed using thematic analysis with ATLAS.ti 9 software. The results of the study identified two themes in communication behavior that build rapport: care (12 codes) and immediacy (10 codes) and It was found that the communication behavior of guidance and counseling teachers that can build rapport with generation Z students can start with the ability to be fair as the most important top priority., followed by the ability to tell stories with humor to lighten the atmosphere, guidance and counseling teachers can begin to change negative perceptions and build a more positive rapport relationship with students, thereby increasing student trust in guidance and counseling teachers so that students will feel safer, more comfortable and confident in consulting with guidance and counseling teachers. These findings can be used as a reference in the development of interpersonal communication training programs in universities for prospective guidance and counseling teachers, as well as practical guidelines for improving the quality of guidance and counseling services in schools. This study provides an in-depth understanding of the communication behaviors expected by Generation Z for guidance and counseling teachers in increasing the effectiveness of guidance and counseling services.

Author Biographies

Yuttami Keila Azahra, Yogyakarta State University

Yuttami Keila Azahra is a graduate student in the Guidance and Counseling Study Program, Faculty of Education, Yogyakarta State University, Indonesia. Her research interests include interpersonal communication, counseling psychology, and guidance and counseling in schools.

Moch Johan Pratama, University of Lampung.

Moch Johan Pratama is a lecturer in the Guidance and Counseling Study Program, Faculty of Teacher Training and Education, University of Lampung, Indonesia. His academic focus is counseling communication, educational psychology, and professional development for guidance and counseling teachers.

References

Aisyah, S. (2022). Students’ Perceptions of the Guidance and Counseling Teacher’s Duties in the Implementation of Guidance and Counseling Services at Tri Sukses Boarding School, Jambi. Doctoral dissertation, University of Jambi.

Andersen, J. (1979). Teacher immediacy as a predictor of teaching effectiveness. In

Barokah, HA (2017). The Relationship Between Student Perceptions of Guidance and Counseling Teacher Performance and Confidence in Conducting Individual Counseling. Journal of Guidance and Counseling Student Research, 3(8), 429-441.

Carney, J. V., & Hazler, R. J. (1998). Suicide and cognitive-behavioral counseling: Implications for mental health counselors. Journal of Mental Health Counseling, 20(1), 28-41.

Farozin, M. (2007). Understanding behavior. Jakarta: Rineka Cipta.

Gistituati, N. (2009). Educational Management: Organizational Culture and Leadership. Padang: UN Press.

Hidayat, R., & Supriatna, M. (2019). The Influence of Counselor Acceptance Attitudes on the Effectiveness of Guidance and Counseling Services in Secondary Schools. Indonesian Guidance and Counseling Journal, 4(2), 45-58.

Jerome, A., Frantell, K., & Taylor, J. (2009). Factors related to students' decisions to meet or not to meet with their school counselor. Professional School Counseling, 13(2), 86-93.

Knox, S., & Hill, C.E. (2021). The therapeutic relationship: Central and essential in psychotherapy outcome. In LG Castonguay, MJ Constantino, & LE Beutler (Eds.), Principles of change: How psychotherapists implement research in practice (pp. 151-173). Oxford University Press

Mehrabian, A. (1969). Some references and measures of nonverbal behavior. Behavior Research Methods & Instrumentation, 1(6), 203-207.

Mottet, T. P., Frymier, A. B., & Beebe, S. A. (2006). Theorizing about instructional communication. In TP Mottet, VP Richmond, & JC McCroskey (Eds.), Handbook of instructional communication: Rhetorical and relational perspectives (pp. 255–282). Allyn & Bacon

Mottet, T. P., Richmond, V. P., & McCroskey, J. C. (2006). Handbook of instructional communication: Rhetorical and relational perspectives. Pearson/Allyn & Bacon.

Oviyanti, F. (2017). The Urgency of Interpersonal Intelligence for Teachers. Tadrib: Journal of Islamic Religious Education, 3(1), 75.

Rahmawati, F. (2020). Storytelling Techniques in Building Rapport in Adolescent Counseling. Journal of Educational Psychology and Counseling, 8(1), 34-46.

Rahmawati, S. (2021). Building Student Trust Through Equitable Guidance and Counseling Services. Journal of Counseling and Education, 9(1), 12-25.

Richmond, V. P., & McCroskey, J. C. (2000). The impact of supervisor and subordinate immediacy on relational and organizational outcomes. Communication Monographs, 67(1), 85-95. https://doi.org/10.1080/03637750009376496

Richmond, V. P., McCroskey, J. C., & Johnson, A. D. (2003). Development of the Nonverbal Immediacy Scale (NIS): Measures of self‐ and other‐perceived nonverbal immediacy. Communication Quarterly, 51(4), 504-517.

Rogers, C.R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21(2), 95-103.

Sari, LL (2020). Interpersonal Communication Skills of Grade IX Students of Ricei I Catholic High School. Journal of Psychoeducation, 18(1). 32-43.

Suliyarti, R., Gistituati, N., Rusdinal, R., & Irsyad, I. (2020). Students' Perceptions AboutInterpersonal Communication of Teachers at State Vocational High School 5 Padang. Journal of Educational Administration and Leadership, 1(2), 1-7.

Wahyuni, S., & Pratama, R. (2020). Implementation of the Principle of Justice in Guidance and Counseling Services in Secondary Schools. Journal of Guidance and Counseling, 5(2), 78-92.

Widodo, B., & Pratiwi, L. (2020). Supportive Communication in Guidance and Counseling Services: A Case Study at a Jakarta State High School. Journal of Educational Psychology, 5(3), 167-180.

Wijaya, H., & Sulistyani, D. (2021). The Effectiveness of Using Humor in School Counseling Services. Journal of Guidance and Counseling, 6(2), 89-102.

Xie, F., & Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in Psychology, 12, 708490.https://doi.org/10.3389/fpsyg.2021.708490

Downloads

Published

2026-01-18

How to Cite

Azahra, Y. K., & Pratama, M. J. (2026). Gen Z’s Perception of the Interpersonal Communication Behavior of Guidance and Counseling Teachers That Can Build Rapport. Journal of Psychological Perspective, 8(1), 21–28. https://doi.org/10.47679/jopp.8112542026

Issue

Vol. 8 No. 1 (2026)

Section

Original Research Articles

Citation Check

License

Copyright Policy

Journal of Psychological Perspective (JOPP) is committed to promoting academic freedom and open access. To that end, we apply a copyright policy that empowers authors while ensuring the broad dissemination and responsible reuse of published work.

  • Authors retain the full copyright of their published manuscripts.
  • By publishing in JOPP, authors grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
  • This license permits others to:
    • Share (copy and redistribute the material in any medium or format),
    • Adapt (remix, transform, and build upon the material for any purpose, even commercially),
    • As long as appropriate credit is given, a link to the license is provided, and derivative works are distributed under the same license.
  • Authors may:
    • Deposit and share the published version of their work in institutional repositories or personal websites.
    • Enter into separate, non-exclusive distribution agreements, provided that original publication in JOPP is properly cited.

Licensing and Copyright for Data Publication

To promote transparency, reproducibility, and ethical integrity in research, Journal of Psychological Perspective adopts the following policies regarding the publication of research data:

  • Copyright Ownership: Authors retain copyright over the datasets they submit or make available in connection with their articles.
  • Default License: All data associated with a published manuscript must be shared under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0), unless otherwise agreed upon with the editor.
  • Permitted Use: This license allows others to use, modify, and distribute the dataset (including for commercial purposes), provided that attribution is given to the original authors and that derivative works are shared under the same terms.
  • Repository: Authors are strongly encouraged to deposit copies of their accepted manuscripts in institutional repositories or subject-specific archives. (e.g., OSF, Zenodo, Figshare) and include citations and links to the datasets in the article.
  • Ethical and Legal Responsibility: Authors must ensure:
    • The data shared do not breach confidentiality, privacy, or legal agreements.
    • Informed consent has been obtained where necessary.
    • Data have been properly anonymized where applicable.
  • Alternate Licenses: In exceptional cases, alternative data licenses (e.g., CC0, Open Data Commons) may be considered upon editorial approval. A written justification must be submitted and published alongside the article.
  • Corrections or Retractions: If issues related to published data arise (e.g., ethical breaches, significant errors), JOPP reserves the right to take corrective action in accordance with the COPE Retraction Guidelines. Please read our policy about retraction of articles

Similar Articles

1 2 3 > >> 

You may also start an advanced similarity search for this article.