Examination of the relationship between teachers' motivation and perceptions of effective communication skills in the classroom

In this study, it was aimed to examine the relationship between teachers' perceptions of effective communication skills in the classroom and their motivation. The research was conducted as a descriptive research in the relational survey model, one of the quantitative research methods. The sampling group of the research was determined by convenient sampling method and consists of 341 teachers working in official educational institutions in Korkuteli district of Antalya province. ''Personal Information Form'' was used as a data collection tool to obtain demographic information of teachers, ''Teacher Motivation Scale'' was used to determine the motivation level of teachers and ''Effective Communication Skills Perception Scale'' was used to determine the perception level of teachers' effective communication skills in the classroom. As a result of the research, teachers' motivation levels differ significantly according to their gender, age, and satisfaction with the institution they work in. A significant difference was found in favour of female teachers in the sub-dimensions of professional satisfaction and personal development, teaching process and students, in favour of 31-35 years of age in the sub-dimension of teaching process and students, and in favour of being satisfied with the institution they work in total motivation scores. It is seen that teachers' perceptions of effective communication skills in the classroom differ significantly according to their age, gender, professional seniority, the educational institution where they work and their level of satisfaction with the institution where they work. While the perceptions of effective communication skills in the classroom were significantly higher for female teachers, the scores of the sub-dimension of using body language effectively were significantly lower for teachers aged 26-30. As the seniority of the teachers increases, their perceptions of effective communication skills in the classroom also increase. Empathy scores of teachers working in primary school educational institutions were significantly higher than those of teachers working in secondary school educational institutions. There is a moderate, positive and significant relationship between teachers' perceptions of effective communication skills in the classroom and their motivation levels. Accordingly, as teachers' perceptions of effective communication skills in the classroom increase, motivation level also increases. In line with the results of the research, suggestions were made to researchers and educators. Keywords: Effective communication skills in the classroom, Teacher, Teacher motivation