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

Abstract

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.