The research on communication skill and self-efficacy of primary class teachers

The aim of this study is to determine the communication skills and self-efficacy beliefs of classroom teachers and to examine the relationship between these two concepts. The method of the research is the relational screening research model, which is one of the quantitative research methods. The sample of the study consists of 191 classroom teachers who work actively in Adana during the 2020-2021 academic year and participate in the study voluntarily. The scales used in the study are the Communication Skills Scale consisting of four sub-dimensions and 25 items, and the Self-Efficacy Scale consisting of three sub-dimensions and 17 questions. In the analysis of the data, it was determined that parametric tests should be performed according to the results of the normality test, therefore, the analyzes regarding the variables of gender, marital status, education level were made with the independent groups t test, the ANOVA test was performed for age and professional seniority, and the Bonferroni test was used as a post-hoc test. Pearson correlation test was used to determine the correlation values between communication skills and self-efficacy beliefs. Enter method, one of the multivariate regression methods, was used to determine how much communication skill predicts self-efficacy beliefs. According to the findings obtained at the end of the study, it was determined that the communication skills and self-efficacy beliefs of the classroom teachers were high. It was found that the variables of gender, marital status, education level, age and professional seniority did not significantly differentiate communication skills and self-efficacy beliefs. It was determined that the correlation values between communication skills and its sub-dimensions and self-efficacy belief and its sub-dimensions differed significantly and all of them were positive. According to the regression analysis, it was found that the communication skill sub-dimension predicted self-efficacy belief at a rate of 13.4%, and only the self-expression sub-dimension, one of the sub-dimensions of communication skills, contributed significantly to self-efficacy beliefs. Keywords: Communication skills, Self-efficacy, Primary class teacher.