Eğitim ortamında öğretmenler arasında Grice maksimlerine uyulması ve uyulmamasının cinsiyet temelli bir analizi

ABSTRACT A GENDER-BASED ANALYSIS OF OBSERVANCE AND NON-OBSERVANCE OF GRICEAN MAXIMS AMONG FEMALE AND MALE TEACHERS IN AN EDUCATIONAL SETTING DURMAZ, Sevda Master's Thesis, English Language Teaching Supervisor: Asst. Prof. Dr. Elham ZARFSAZ January 2025, xiii+84 Pages Effective communication is essential for fostering professional collaboration, cultivating an inclusive school culture, and improving student learning outcomes within educational settings. Grounded in Grice's Cooperative Principle and its associated maxims, this study investigates the observance and violation of these communicative principles among secondary school teachers in Türkiye. By examining teacher-to-teacher communication through the lens of intersectionality, the research explores how gender and broader social dynamics interact to shape communicative behaviors and professional relationships in educational contexts. This study employed both qualitative and quantitative methodologies, analyzing 60 interactions between male and female teachers in diverse conversational contexts through naturalistic observations and transcript analysis. The findings reveal that female teachers demonstrated higher adherence to Gricean Maxims, particularly in maintaining relevance, clarity, and conciseness—behaviors that contribute to more effective pedagogical collaboration. Conversely, male teachers were observed to violate maxims more frequently, particularly those related to quantity and manner. These findings underscore how intersecting factors such as gender norms, cultural expectations, and institutional dynamics influence communication styles in educational settings. The implications of these findings are significant for the field of teaching, emphasizing the importance of cooperative communication in fostering trust, inclusivity, and mutual respect among educators. This study contributes to the literature by incorporating an intersectional perspective to highlight the complex ways gender and social dynamics shape communication in professional educational environments. Targeted professional development programs are recommended to address these nuances and enhance communication skills, promoting more equitable and effective teacher collaboration. Future research should extend this approach to examine the interplay of gender, cultural, and institutional factors across varied educational contexts. Keywords: Grice's Maxims, Cooperative Communication, Gender Differences, Intersectionality, Teacher Collaboration, Educational Practices, Educational Outcomes