Investigating the Correlation Between Social Studies Teachers' Student Recognition Competencies and Effective Communication Skills

Yıl 2024, Cilt: 21 Sayı: 1, 139 - 161, 24.04.2024

Hüseyin Bayram , Suat Polat

https://doi.org/10.33711/yyuefd.1356578

Öz

Social studies teachers, who aim to provide primary and secondary school students with knowledge, skills and values for daily life, should have effective communication skills and student recognition competencies. In this context, it is important to examine the level of the skills and competencies of social studies teachers and whether they are correlational. Based on this importance, in this research, social studies teachers’ student recognition competence and effective communication skill levels were examined. It was also examined whether there is a correlation between the aforementioned competence and skill levels. Correlational research model was used in the research. The sample group, which was formed by maximum diversity sampling, included 242 social studies teachers working in different regions of Turkey. The data were collected with the student recognition competence scale of teachers and effective communication skills scale. Spearman correlation coefficient, descriptive analysis, Mann Whitney U and Kruskal Wallis tests were used to analyze the data. It was determined that social studies teachers had high levels of student recognition competence and effective communication skills. It was also determined that there was a significant correlation between teachers' student recognition competences and effective communication skills levels. Various suggestions were developed based on the results.

Anahtar Kelimeler

Social studies teachers, student recognition competency, effective communication skill, correlation

Sosyal Bilgiler Öğretmenlerinin Öğrenciyi Tanıma Yeterlilikleri ile Etkili İletişim Becerileri Arasındaki İlişkinin Araştırılması

Öz

İlkokul ve ortaokul düzeyindeki öğrencilere günlük yaşama yönelik bilgi, beceri ve değerler kazandırmayı amaçlayan sosyal bilgiler öğretmenlerinin iletişim becerisi ve öğrenciyi tanıma yeterliliklerinin yüksek olması gerekir. Bu kapsamda sosyal bilgiler öğretmenlerinin söz konusu beceri ve yeterliliklerinin hangi düzeyde olduğunun ve ilişkili olup olmadığının irdelenmesi önemlidir. Bu önemden hareketle gerçekleştirilen bu araştırmada sosyal bilgiler öğretmenlerinin öğrenciyi tanıma yeterlilikleri ile etkili iletişim becerisi düzeyleri ve söz konusu yeterlilik ve becerileri arasında ilişki olup olmadığı irdelenmiştir. Araştırmada nicel ilişkisel tarama modeli kullanılmıştır. Maksimum çeşitlilik örneklemesi ile oluşturulan örneklem grubunda Türkiye’nin farklı coğrafi bölgelerinde görev yapan ve aynı zamanda farklı demografik niteliklere sahip olan 242 sosyal bilgiler öğretmenleri yer almaktadır. Araştırmanın verileri öğretmenlerin öğrencileri tanıma yeterliliği ölçeği ve etkili iletişim becerileri ölçeği ile toplanmıştır. Verilerin çözümlenmesinde Spearman korelasyon katsayısı, betimsel analiz, Mann Whitney U testi ve Kruskal Wallis testi kullanılmıştır. Araştırmanın sonunda sosyal bilgiler öğretmenlerinin öğrenciyi tanıma yeterliliği düzeyleri ile etkili iletişim becerisi düzeylerinin yüksek olduğu belirlenmiştir. Öte yandan araştırmada öğretmenlerin öğrenciyi tanıma yeterliliği düzeyleri ile etkili iletişim becerisi düzeyleri arasında anlamlı bir ilişki olduğu saptanmıştır. Ulaşılan sonuçlara bağlı olarak çeşitli öneriler geliştirilmiştir.

Anahtar Kelimeler

Sosyal bilgiler öğretmenleri, öğrenciyi tanıma yeterliliği, etkili iletişim becerisi, ilişki

Kaynakça

• Ak, G. K., Yıldırım, B., & Ateş, H. K. (2016). The investigation of pre-school teacher perceptions of the vocational qualifications (Başakşehir district sample). Akademik Bakış Journal, (55), 89-108. Retrieved from https://dergipark.org.tr/en/pub/abuhsbd/issue/32960/366270
• Aküzüm, C., & Özdemir Gültekin, S. (2017). The investigation of relationship between primary school teachers’ communication skills and classroom management skills. Electronic Journal of Education Sciences, 6(12), 88-107. Retrieved from https://dergipark.org.tr/en/pub/ejedus/issue/31928/336132
• Anderson, J. A. (1996). Communication theory: Epistemological foundations. The Guilford.
• Andersson, K., Sandgren, O., Rosqvist, I., Lyberg Åhlander, V., Hansson, K., & Sahlén, B. (2022). Enhancing teachers’ classroom communication skills–measuring the effect of a continued professional development programme for mainstream school teachers. Child Language Teaching and Therapy, 38(2), 166-179. https://doi.org/10.1177/02656590211070997
• Barr, R. D., Barth, J. L., & Shermis, S. S. (1977). Defining the social studies (No. 51). National Council for the Social Studies.
• Bjekić, D., Zlatić, L., & Bojović, M. (2020). Students-teachers' communication competence: basic social communication skills and interaction involvement. Journal of Educational Sciences & Psychology, 10(1), 24-34. Retrieved from https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=28adafa4-af33-4922-a33a-e2791e4ba361%40redis
• Bozkurt Bulut, N. (2004). Exploring primary class teachers' perceptions regarding communication skills according to certain variables. The Journal of Turkish Educational Sciences, 2(4), 443-452. Retrieved from https://dergipark.org.tr/en/pub/tebd/issue/26126/275206
• Buluş, M., Atan, A., & Sarıkaya, H. E. (2017). Effective communication skills: a new conceptual framework and scale development study. International Online Journal of Educational Sciences, 9(2), 1-16. Retrieved from https://gcris.pau.edu.tr/handle/11499/26633
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education]. Pegem Academy Publication.
• Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2013). [Scientific research methods in education]. Pegem Academy Publication.
• Çalışkan, N. (2003). The Evaluation of primary school classtoom teachers non verbal communicative behaviours. (PhD dissertation). Atatürk University, Institute of Social Sciences, Erzurum.
• Çam, S. (1999). The effect of communication skills training programme with teacher candidates on ego states and perception of problem solving skill. Turkish Psychological Counseling and Guidance Journal, 6(2), 37-42.
• Çiftçi, S., & Taşkaya, S. M. (2010). The relationship between self-ability and communication skills of the applicants for primary school teaching. Education Sciences, 5(3), 921-928.
• Durukan, E., & Maden, S. (2010). A study on communication skills of Turkish teachers. The Journal of Social Sciences Research, 5(1), 59-74.
• Evans, R. W. (2004). The social studies wars: What should we teach the children? Teachers College Press.
• Freeman, D., Katz, A., Gomez, P. G., & Burns, A. (2015). English-for-teaching: rethinking teacher proficiency in the classroom. ELT Journal, 69(2), 129-139. https://doi.org/10.1093/elt/ccu074.
• Gülbahar, B., & Sıvacı, S. Y. (2018). Reviewing the relationship between preservice teachers’ communication skills and classroom management competency perceptions. YYU Journal of Education Faculty, 15(1), 268-301. http://dx.doi.org/10.23891/efdyyu.2018.69
• Gürler, S. A., & Tekmen, B. (2020). A research on the perception of teacher competency of preschool teacher candidates. Başkent University Journal of Education, 7(1), 158-168. Retrieved from http://buje.baskent.edu.tr/index.php/buje/article/view/301/167
• Ihmeideh, F. M., Al-Omari, A. A., & Al-Dababneh, K. A. (2010). Attitudes toward communication skills among students'-teachers' in Jordanian public universities. Australian Journal of Teacher Education, 35(4), 1-11. Retrieved from https://search.informit.org/doi/abs/10.3316/aeipt.185342
• Kaya, E., & Bayram, H. (2021). Utilization of the research compliance matrix in educational research design and evaluation: A design based research. International Journal of Education Technology & Scientific Researches, 6(15), 887-944. http://dx.doi.org/10.35826/ijetsar.325
• Khan, A., Khan, S., Zia-Ul-Islam, S., & Khan, M. (2017). Communication skills of a teacher and its role in the development of the students' academic success. Journal of Education and Practice, 8(1), 18-21. Retrieved from https://files.eric.ed.gov/fulltext/EJ1131770.pdf
• Koç, B., Terzi, Y., & Gül, A. (2015). The relationship between university students’ communication skills and their interpersonal problem solving skills. International Journal of Turkish Literature, Culture, Education, 4(1), 369-390. https://doi.org/10.7884/teke.430
• Lavrijsen, J., & Verschueren, K. (2020). Student characteristics affecting the recognition of high cognitive ability by teachers and peers. Learning and Individual Differences, 78, 101820. https://doi.org/10.1016/j.lindif.2019.101820
• Levent, B. (2011). Major field of educational sciences department of psychological counseling and guidance. (Master’s dissertaion). Selçuk University, Institute of Educational Sciences, Konya.
• Lewis, R., Romi, S., Qui, X., & Katz, Y. J. (2005). Teachers’ classroom discipline and student misbehavior in Australia, China and Israel. Teaching and Teacher Education, 21(6), 729-741. https://doi.org/10.1016/j.tate.2005.05.008
• Milli, M. S., & Yağcı, U. (2017). Research on communication skills of pre-service teachers. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 17(1), 286-298. https://doi.org/10.17240/aibuefd.2017.17.28551-304635
• Ministry of National Education. (2006). Öğretmenlik mesleği genel yeterlikleri [General competencies for teaching profession]. Retrieved from https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/13161921_YYretmenlik_MesleYi_Genel__YETERLYKLERi_onaylanan.pdf
• Ministry of National Education. (2017). Öğretmenlik mesleği genel yeterlikleri [General competencies for teaching profession]. Retrieved from https://oygm.meb.gov.tr/dosyalar/StPrg/Ogretmenlik_Meslegi_Genel_Yeterlikleri.pdf
• Nacar, F. S. (2010). Analysis of the relationship between the communication of the class teachers and their skills to solve ınterpersonal problems. (Master’s dissertation). Çukurova University, Institute of Social Sciences, Adana.
• Nelson, J. L. (2001). Defining social studies. In W. B. Stanley (Eds.), Critical issues in social studies research for the 21st century (pp.15-40). Information Age Publishing.
• Özdamar, K. (2002). Paket programlarla istatistiksel veri analizi-1 [Statistical data analysis with package programs-1]. Kaan Kitapevi.
• Özerbaş, M. A., & Bulut, M. (2007). The investigation of pre service teachers’ perceived communication skills level. Ahi Evran University Journal of Kırşehir Education Faculty, 8(1), 123-135.
• Pehlivan Baykara, K. (2005). A study on perception of communication skills of preservice teachers. Elementary Education Online, 4(2), 17-23.
• Ruben, B.D. (1984). Communication and human behavior. Macmillan Publishing Co.
• Şahin, C., & Beydoğan, H. Ö. (2016). Student recognition competence scale of teachers: Validity and reliability study. Education and Society in The 21st Century, 5(14), 177-198.
• Şimşek, S., & Erdem, A. R. (2020). Corelation between communication skills and motivation of teachers. International Online Journal of Educational Sciences, 12(3), 1-9. https://doi.org/10.15345/iojes.2020.03.001
• Tan, Ç., & Tan, S. (2016). The effect of prospective teachers communicative skills on their class management skills. E-Kafkas Journal of Educational Research, 3(1), 1-14.
• Trudgen, M., & Lawn, S. (2011). What is the threshold of teachers' recognition and report of concerns about anxiety and depression in students? An exploratory study with teachers of adolescents in regional Australia. Journal of Psychologists and Counsellors in Schools, 21(2), 126-141. https://doi.org/10.1375/ajgc.21.2.126 Türkmen, B. Z. (2018). The analysis of the relation between the attitude towards tablet usage of the students and teachers and academic self-efficacy, teacher self-efficacy and communication skills. (Master’s dissertation). İstanbul Sabahattin Zaim University, Institute of Social Sciences, İstanbul.
• Uğurlu, C. T. (2013). Communication skills of teachers and the effect of emphatic tendency behavior on levels of liking of children. Pegem Journal of Education and Instruction, 3(2), 51-61.
• Yavuz, S., & Güzel, Ü. (2020). Evaluation of teachers' perception of effective communication skills according to gender. African Educational Research Journal, 8(1), 134-138. https://doi.org/10.30918/AERJ.81.20.010
• Yeşil, R. (2006). Training qualifications of social studies candidate teachers in class (The sample of Kırşehir). The journal of Turkish Educaitonal Sciences 7(2), 327-352.
• Yılmaz, N., & Altunbaş, S. (2012). Investigation of preservice teachers' communication and classroom management skills. Erzincan University Journal of Education Faculty, 14(1), 183-196.
• Zengin, M. (2013). Educational competency perceptions of the teachers of religious culture and ethical knowledge. Journal of Sakarya University Faculty of Teology, 15(27), 1-28. Retrieved from https://www.ceeol.com/search/article-detail?id=787054