1
School of Foreign Languages, Bilecik Şeyh Edebali University, Bilecik, Türkiye
Abstract
Effective communication is a core component of teaching competence, particularly in increasingly diverse and dynamic educational environments. This study examined the self-perceived communication skills of pre-service teachers enrolled in a pedagogical formation program at a state university in Türkiye. A total of 124 participants completed the Communication Skills Scale, and the data were analysed using descriptive statistics, independent-samples t-tests, and Pearson correlation analysis. The results indicated a moderately high overall level of communication competence among participants. The highest mean scores were observed in the dignification subdimension, while comparatively high mean scores were also obtained in the discouragement dimension. No statistically significant differences were identified with respect to gender, academic discipline, or age. The scale demonstrated satisfactory internal consistency in the present sample (Cronbach’s α = 0.819). Overall, the findings support the multidimensional nature of communication competence in teacher education and highlight the need to address affective aspects of communication within pedagogical formation programs.
Keywords
Communication competence,communication skills,pedagogical formation,pre-service teachers,teacher education
How to Cite
Bakiner, A. (2026). An investigation into pre-service teachers’ classroom interaction competence in the light of their communication skills. International Journal of Eurasia Social Sciences, 17(63), 327–336. https://doi.org/10.70736/ijoess.2196
📄Akkuzu, N., & Akkaya, N. (2014). Development and validity-reliability study of communication skills scale for student teachers. Turkish Studies, 9(8), 111–132. [Crossref]
📄Aydın, B., & Yazıcı, H. (2022). Teacher perspectives on secondary school students’ reactions to school achievement in the high school transition system. Journal of Qualitative Research in Education, (30).[Crossref]
📄Brophy, J. (2013). Motivating students to learn (4th ed.). Routledge.
📄Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.
📄Dilber, F., & Akhan, O. (2019). Analysis of pre-service teachers’ communication skills levels. Avrasya Uluslararası Araştırmalar Dergisi, 7(17), 473–493. [Crossref]
📄Ersanlı, K., & Balcı, S. (1998). İletişim becerileri envanterinin geliştirilmesi:Geçerlik ve güvenirlik çalışması. Turkish Psychological Counseling and Guidance Journal, 2(10), 7-12.
📄Finn, A. N., Schrodt, P., Witt, P. L., Elledge, N., Jernberg, K. A., & Larson, L. M. (2009). A meta-analytical review of teacher credibility and its associations with teacher behaviors and student outcomes. Communication Education, 58(4), 516–537. [Crossref]
📄Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
📄Frymier, A. B., & Houser, M. L. (2000). The teacher–student relationship as an interpersonal relationship. Communication Education, 49(3), 207–219. [Crossref]
📄Ghanizadeh, A., & Moafian, F. (2010). The role of EFL teachers’ emotional intelligence in their success. Teaching and Teacher Education, 26(4), 752–760. [Crossref]
📄Goleman, D. (1995). Emotional intelligence. Bantam Books.
📄Gülbahar, B., & Sıvacı, S. Y. (2018). Öğretmen adaylarının iletişim becerileri ile sınıf yönetimi yeterlik algıları arasındaki ilişkinin incelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 268-301. [Crossref]
📄Hargie, O. (2011). Skilled interpersonal communication: Research, theory and practice (5th ed.). Routledge.
📄Kana, F. (2015). Investigation of pre-service teachers’ communication skills. The International Journal of Educational Researchers, 6(3), 34–42.
📄Martin, M. M., Myers, S. A., & Mottet, T. P. (1999). Students’ motives for communicating with their instructors. Communication Education, 48(2), 155-164. [Crossref]
📄Mazer, J. P. (2013). Associations among teacher communication behaviors, student interest, and engagement. Communication Education, 62(2), 131–147. [Crossref]
📄McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: A cognitive view. Journal of Social Behaviour and Personality, 5(2), 19–37.
📄Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE.
📄Mosvold, R., & Bjuland, R. (2016). Positioning in identifying narratives of/about pre-service mathematics teachers in field practice. Teaching and Teacher Education, 58, 90–98. [Crossref]
📄Pinto, M., Caramelo, J., Coimbra, S., Terrasêca, M., & Agrusti, G. (2016). Defining the key competences and skills for young low achievers’ in lifelong learning by the voices of students, trainers and teachers. JSSE-Journal of Social Science Education, 53-62. [Crossref]
📄Riggio, R. E. (1986). Assessment of basic social skills. Journal of Personality and Social Psychology, 51(3), 649–660. [Crossref]
📄Spitzberg, B. H. (2003). Methods of interpersonal communication competence. In J. O. Greene & B. R. Burleson (Eds.), Handbook of communication and social interaction skills (pp. 563–608). Lawrence Erlbaum Associates.
📄Spitzberg, B. H., & Cupach, W. R. (1984). Interpersonal communication competence. SAGE.
📄Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178. [Crossref]
📄Veldman, I., Van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job satisfaction and teacher–student relationships across the teaching career. Teaching and Teacher Education, 32, 55–65. [Crossref]
📄Wrench, J. S., Peck Richmond, V., & Gorham, J. (2009). Communication, affect, and learning in the classroom (3rd ed.). Allyn & Bacon.
📄Yıldırım, İ. (2025). The effects of instructors’ communication skills on prospective teachers’ attitudes towards learning: The role of hope and self-efficacy. Çukurova University Faculty of Education Journal. [Crossref]
