The Relationship Between Teachers’ Social Intelligence Level and Effective Communication Skills

Year 2025, Volume: 14 Issue: 2, 382 - 393, 30.04.2025

Mehmet Fatih Karacabey , Melike Adlim

https://doi.org/10.14686/buefad.1404485

Abstract

This study aims to explore the effect of communication skills of teachers on their levels of social intelligence. As a sample, 371 teachers employed in public schools in Siverek district of Şanlıurfa, Türkiye was chosen by using simple random sampling method. Employing a correlational model, the researchers utilized "Tromso Social Intelligence Scale (TSIS)", "Effective Communication Skills Scale (ECSS)" and demographic information form for data collection. The analysis of the data was carried out using the IBM SPSS Programb by employing descriptive statistics. The findings indicates that teachers have highly developed social intelligence and communication skills. These findings demonstrates a positive, moderately strong, statistically significant relationship between the two variables. Furthermore, the study uncoveres that sub-dimensions of self-recognition/self-disclosure and empathy within ECSS explains social intelligence significantly. This shows that teachers’ effective communication skills are a substantial predictor of social intelligence sub-dimensions, explaining 41% of the first sub-dimension (SIP), 34% of the second sub-dimension (SS) and 19% of the third sub-dimension (SA). Moreover, it was shown that 46% of the variance in social intelligence was significantly predicted by teachers’ effective communication skills.

Keywords

communication , effective communication , effective communication skills , intelligence , social Intelligence

Öğretmenlerin Sosyal Zekâ Düzeyi ile Etkili İletişim Becerileri Arasındaki İlişki

Abstract

Bu çalışma öğretmenlerin iletişim becerilerinin sosyal zeka düzeylerine etkisini keşfetmeyi amaçlamaktadır. Örneklem olarak Şanlıurfa'nın Siverek ilçesindeki devlet okullarında görev yapan 371 öğretmen basit tesadüfi örnekleme yöntemi kullanılarak seçilmiştir. Korelasyon modeli kullanan araştırmacılar veri toplamak amacıyla "Tromso Sosyal Zeka Ölçeği (TSIS)" ve "Etkili İletişim Becerileri Ölçeği (ECSS)"nden yararlanmışlardır. Ayrıca katılımcıların demografik verileri için araştırmacıların kendilerine ait kişisel bilgi formu kullanıldı. Verilerin analizi, tanımlayıcı istatistikler kullanılarak IBM SPSS Programa kullanılarak gerçekleştirildi. Araştırmanın bulguları öğretmenlerin sosyal zeka ve iletişim becerilerinin oldukça gelişmiş olduğunu gösterdi. Bu bulgular, iki değişken arasında pozitif, orta derecede güçlü ve istatistiksel olarak anlamlı bir ilişki olduğunu ortaya koydu. Ayrıca çalışma, ECSS'de yer alan kendini tanıma/kendini açma ve empati alt boyutlarının sosyal zekayı anlamlı düzeyde açıkladığını ortaya çıkarmıştır. Bu çalışma, öğretmenlerin etkili iletişim becerilerinin sosyal zeka alt boyutlarının önemli bir yordayıcısı olduğunu, birinci alt boyutun (SIP) %41'ini, ikinci alt boyutun (SS) %34'ünü ve üçüncü alt boyutun %19'unu açıkladığını göstermiştir. alt boyutu (SA). Ayrıca sosyal zekadaki varyansın %46'sının öğretmenlerin etkili iletişim becerileri tarafından anlamlı düzeyde yordandığı bulunmuştur.

Keywords

iletişim , etkili iletişim , etkili iletişim becerileri , zeka , sosyal zeka

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