Investigation of communication apprehension of relocated teachers

The scope of this study is to find out communication apprehension level of teachers started working at a new school because of relocatioan and to determine the reasons causes communication apprehension according to opinions of high communication apprehensive teachers. It was also aimed to determine whether the communication apprehension levels of tehachers differ significantly according to demographic variables. In this study, one of the mixed research methods, explanatory sequential design, was used. The universe of the research is the teachers dispalced in the provinces of Isparta and Burdur in the summer semester of the 2018-2019 academic year. The universe of the research is the teachers who started working at a new school in the provinces of Isparta and Burdur in the semester of the 2018-2019 academic year. As a sampling method, stratified random sampling method was preferred. For this reason, a group contains 705 teachers was determined according to suitable layers. For the first and quantitative part of the research, communication apprehension scale; for the second and qualitative part of the research, semi-structured interview form were used. The analysis of the data was done with the SPSS 21 program. Analysis yield that inspection, it was seen that the data showed normal distribution. Therefore, t-test, one-way analysis of variance (ANOVA) and descriptive statistics such as frequency, percentage and average were used for independent samples, which are parametric tests in the analysis of the data. As a result of the analysis, it was determined that 35 of the teachers experienced high, 509 of them experienced medium and 161 of them experienced low communication apprehension. In addition, it was found a significant difference between the reasons for teachers' displacement, school access conditions and nutritional opportunities at school, with communication apprehension. For the second part of the research, 35 high communication apprehensive teachers emerged as a natural universe but 4 of them didn't want to attend the second part. 16 of them stated that they did not have communication problems. However, 18 of the teachers stated that gender had no effect in communication, 10 of them had a gender effect and 3 of them had a partial effect of gender. In addition, teachers stated that communication is most important what in solving problems in the school and it is most affected by biased approaches. The teachers said that an unhappy environment will occur in the school as a result of the communication problems. Finally, the teachers stated that the most social activities should be done in order to overcome the communication problems in the school.