See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/330854430

In-class teacher-student communication according to high school students'

perceptions

Article in New Trends and Issues Proceedings on Humanities and Social Sciences · October 2016
DOI: 10.18844/prosoc.v2i11.1921

CITATIONS READS

4 14,569

2 authors:

Bünyamin Han Rasim Tösten

Dicle University Siirt Üniversitesi
20 PUBLICATIONS 205 CITATIONS 38 PUBLICATIONS 430 CITATIONS

SEE PROFILE SEE PROFILE

All content following this page was uploaded by Bünyamin Han on 04 February 2019.

The user has requested enhancement of the downloaded file.

 New Trends and Issues
Proceedings on Humanities
and Social Sciences
Issue 11 (2016) 190-198

ISSN 2421-8030
www.prosoc.eu
Selected Paper of 5th World Conference on Educational Technology (WCTER-2015),15-17 October 2015, Nicosia, North Cyprus

In-class teacher-student communication according to high school

students’ perceptions
Bunyamin Hana *, Department of Educational Sciences, Z. G. Education Faculty, Dicle University, 21000,
Diyarbakır, Turkey.
Rasim Tostenb , Department of Phisical Education and Sports, Siirt University, 56000, Siirt, Turkey.

Suggested Citation:
Han, B. & Tosten, R. (2016). In-class teacher-student communication according to high school students’
perceptions. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 11, pp 190-
198. Available from: www.prosoc.eu

Selection and peer review under responsibility of Huseyin Uzunboylu, Near East University, North Cyprus.
©
2016 SciencePark Research, Organization & Counseling. All rights reserved.

Abstract
Today, schools are looking for ways to increase efficiency while maintaining its educational activities. Increasing
the efficiency and success in schools are associated with different variables, one of them is considered to be
communication in schools. In achieving efficient production and the success of the school, the influence of the
level of teacher-student communication is the topic of research. Communication between teachers and
students, the two most important dynamics of education, plays a key role in achieving the goal. In that respect
this research is considered to be important. The main purpose of this study is to determine how students
perceive teacher-student communication and is to determine the effect of teacher- student communication
according to some variables such as gender, grade level, class size and school type. This research is in survey
model. The working group is 343 high school students in Silvan district in 2014-2015 academic year. In the study,
the scale titled "Communication Skills” developed by Tatar (2004) was used. The scale consists of two parts. In
the first part, there are questions indicating students’ gender, grade level, classroom population and parents’
education status. In the second part of the scale, there are questions revealing the perceptions of students
regarding teachers’ communication skills in the classroom. In data evaluation; arithmetic mean, standard
deviation, and parametric tests were used in relation to sub-purposes. The results of the study are as follow: the
level of teacher-student communication is high, in-class communication is high and teachers’ love of profession
is in medium level. Moreover, there were found significant differences in the dimensions of teacher-student
communication and in-class communication according to students’ gender, school type, grade level and class
size variables.
Keywords: Communication, effective communication, teacher-student communication

* ADDRESS FOR CORRESPONDENCE: Bunyamin Han, Department of Educational Sciences, Z. G. Education Faculty, Dicle
University, 21000, Diyarbakır, Turkey.
E-mail address: bunyaminhan@gmail.com / Tel: +90 484 212 11 11
Han, B. & Tosten, R. (2016). In-class teacher-student communication according to high school students’ perceptions. New Trends and Issues
Proceedings on Humanities and Social Sciences. [Online]. 11, pp 190-198. Available from: www.prosoc.eu

1. Introduction

In modern educational systems, students are expected to play an active role as teachers. Recently,
for the students to play an active role; collaborative learning environments, project-based research,
innovation and research strategy, discussion methods and co-decision applications are widely used.
One of the most important elements of the education process, teachers must have some important
competences for in-class and out-class interactions. One of the most important of these competences
is communication. Communicational effectiveness is closely linked as to be synonymous with the
effectiveness of education (Yesil, 2006).
Teachers should be model to the society primarily to children with their knowledge, skills, attitudes
and habits, and must assume the responsibility for raising them as model people. Teachers’ showing
sensitivity in the classroom interaction, being ready for children and supporting the children's learning
are some necessary basic features (Kececi, Tasocak, 2009; Akgun, Yarar and Dincer, 2011). However, a
majority of new-beginning teachers are experiencing difficulties in reaching students and having
effective communication with the environment (Korkmaz, Saban and Akbaslı, 2004). Effective
communication affects the learning environment. Effective communication skills have an important
role in terms of professional and personal characteristics of the teacher. Because in general, the
learning process is a process of communication. In this process, meaningful message exchange is
related to teacher qualifications (Pehlivan, 2005; Gursimsek, 1999).
The teachers’ perceiving their own behaviors in order to establish a positive relationship and being
able to predict the response of students are required for effective communication. Teachers make the
students feel their positions not only verbally but also with their body language, and must use non-
verbal communication skills to enable interaction and communication with the environment. In order
to open channels of communication, the teachers should be smiling, affectionate, patient,
reliable,objective, supporters, tolerant and they should use the correct gestures (Calıskan and Yesil,
2005). Teachers must use a clear and concise language in communications, and must utilize voice and
stress effectively (Sonmez, 1992).
Researches show that verbal-nonverbal communication behaviors in the classroom are seen to be
effective on student's personality and academic success. When teachers create a positive climate in
relations with the students, it is seen that (Ozturk, 2000) the students are becoming more
entrepreneurs, show extra efforts to resolve problems (Unal, 1991) and occur a significant increase in
motivation for learning (Kurt ve Kurt, 1997). In this context, researches are needed to determine
teacher communication skills and the factors that determine teacher communication skills and also
researches that will allow the strengthening of effective communication are needed (Bulut, 2004).
There are a number of domestic research on teacher-student communication and communication
skills of teachers. Gunay (2003) reached the result that elementary school teachers have a positive
perception of their communication skills. In Yesil’s (2006) study, teachers were found to be insufficient
in communication within the classroom. In Cetinkaya's (2011) study, the lack of communication
between teachers and students is seen to be one of the problems that complicate classroom
management. Most of the teachers who participated in the study stated that as communication
problems the course objectives are not shared with the students completely and not making the
students be aware of the acquisitions of the course cause the problem of not being able to establish
effective relationships. Teachers also expressed that ineffective communication between teacher and
students has negative consequences which affect classroom management (Erdogan, Kursun, Tan,
Sisman, Saltan, Gok and Yıldız, 2010). In the studies of Ozturk (2000), and Sonmez (1992), teachers’ in-
class interaction behaviors are seen as medium and insufficient. In the study of Bulut (2004), in the
dimensions of "effectiveness" and "adequacy" were found that female teachers having higher average
than male teachers. With these researches it is seen that there are different results in domestic
literature.

191
Han, B. & Tosten, R. (2016). In-class teacher-student communication according to high school students’ perceptions. New Trends and Issues
Proceedings on Humanities and Social Sciences. [Online]. 11, pp 190-198. Available from: www.prosoc.eu

It is possible to divide communication into two parts as verbal and non-verbal communication. In
non-verbal communication, body language, gestures and facial expressions have an important place.
Therefore, teachers’ non-verbal communication skills are also related to the teacher-student
communication. In Calıskan’s (2003) found that the classroom teachers do not use enough gestures
and facial expressions which are important for effective classroom communication. Pektas (1998),
found that teachers use enough body language which is an important communication tool. Daglı and
Oner (2002), found that the students perception of science teachers’ using “confirmation with head”
while they are tutoring was determined to be "not quite enough". In summary, in domestic literature,
regarding teachers' nonverbal communication activities there are researches involving different
results.
When the studies about student-teacher communication and teachers’ effective communication
skills are analyzed, it is seen that there are different results, as well as parallel and contrast results in
the literature. This shows that discussion of teachers' communication skills in Turkish literature is
continuing. Therefore, this research having a different working group is seen to be important to
contribute to the literature.

1.1. Purpose of the Research

The main purpose of this research is to determine how students perceive the teacher-student
communication and how some variables (gender, school type,grade level and class size) effect
teacher-student communication. The following questions were tried to be answered in relation to the
main objectives:
1. What is the teachers’ level of communication with the students according to student
perceptions?
2. Are the students’ perceptions related to teacher-student communication indicate a significant
difference according to gender, school type, grade level and class size?

2. Method
The research is in descriptive survey model. Such researches have also a defining feature of finding
out what is the truth and giving meaning to the existing situation (Ural and Kılıc, 2006: 19). In survey
model researches, the participants’ opinions, interests, skills, abilities and attitudes about a topic or an
event are tried to be defined as in their own conditions and as it is (Fraenkel and Wallen, 2006;
Buyukozturk, Cakmak, Akgun, Karadeniz and Demirel, 2010; Karasar, 1998, 77).

2.1. Working Group

The study group of the study is 343 high school students (selected randomly) in Silvan in 2014-2015
academic year. The number of high school students in Silvan district is about 9000. 360 students are
sufficient for the research with .05 sampling error (Buyukozturk, 2011). Personal information of the
working group is presented in Table 1.

192
Han, B. & Tosten, R. (2016). In-class teacher-student communication according to high school students’ perceptions. New Trends and Issues
Proceedings on Humanities and Social Sciences. [Online]. 11, pp 190-198. Available from: www.prosoc.eu

Table 1: Personal Information of the Study Group

Gender School Type Grade Level Class Size

f % f % f % f %
Girl 195 57 Anatolian 269 78,4 9th 159 46,4 24 - 3 ,9
Boy 147 43 Vocational 74 21,6 10th 184 53,6 25-35 275 80,6
36+ 63 18,5
Total 342 100 Total 343 100 Total 343 100 Total 341 100

It is seen that from participant students 57% is female and 43% is male; 78,4% is Anatolian high
school students and 21,6% is in Vocational high schools; 46,4% is 9th grade students an 53,6% is 10th
grade students. Regarding to class size 0,9% is in classrooms that have 24 and less students, 80,6% is in
classrooms of 25-35 students and 18,5% is in classrooms that have 36 and up students.

2.2. Data Collection Tool

In the study as data collection tool the "Communication Skills" scale developed by Tatar (2004) was
used. The scale consists of two parts. In the first part, there are questions about students’ gender,
grade level, class size and school type. In the second part of the scale there are questions revealing
how the students perceive the teachers’ communication skills in the classroom. The scale consists of
three dimensions. In the first dimension, there are items directly revealing teacher-student
communication; in the second dimension, there are items revealing in-class communication in the
teaching process; in the third dimension, there are items revealing professional love of teachers. There
are total 27 items; 7 in the first dimension, 9 in the second dimension and 11 in the third dimension.
Considering the reliability of the data collection tool Cronbach alpha coefficient was found 0,81.
This value is considered reliable for the social sciences (Buyukozturk, 2011).

2.3. Data Analysis

The analysis of the data SPSS software program was used. The arithmetic mean of the items in each
size and standard deviation scores were calculated regardless of variable separation. The distribution
for parametric assumptions was found to be normal and uniform. In that case, t-test was used for
gender, grade level and school types, ANOVA test was used for class size. The comparisons were made
according to the .05 level of significance.
In the study, 5-Likert-type scale was used. In these type scales answering scores ranging from 1 to 5.
In the scale the students were asked to rank their level of participation from 1 to 5. With the aim of
determining the meaning of the scores from each item in the scale, some regular intervals were used
to interpret the arithmetic average of each item. Scale range limits used in the study are interpreted
as follows: "very high: 4,20-5,00", "high: 3,40- 4,19", "medium: 2,60- 3,39", "low: 1,80- 2 59 "," very
low: 1,00- 1,79 ".

3. Findings and Comments

In this section, findings that answer the questions related to sub-objectives of the study are
presented. Each sub-objective is shown in table and interpreted.

193
Han, B. & Tosten, R. (2016). In-class teacher-student communication according to high school students’ perceptions. New Trends and Issues
Proceedings on Humanities and Social Sciences. [Online]. 11, pp 190-198. Available from: www.prosoc.eu

Table 2. Mean and Standard Deviation Scores of Students According to Their Perceptions of In-class
Communication
Dimensions N X sd

Teacher- student communication 343 3,53 ,67

In- class communication 343 3,75 ,76
Teachers’ love of profession 343 3,21 ,52

Regarding the perceptions of students’ in-class communication, the first dimension which is
“teacher-student communication” is high ( X =3,53), the dimension of in-class communication is high
( X =3,75), and the dimension of teachers’ love of profession is medium level ( X =3,21).

Table 3. Differentiation Status of In-class Communication Perceptions According to Students’ Gender

Dimensions Groups N X Sd Se t p
Teacher- girl 195 3,61 ,542
340
student 2,686 ,008
boy 240,339
147 3,41 ,811
communication
In- class girl 195 3,88 ,612 340
3,899 ,000
communication boy 147 3,56 ,901 243,038
Teachers’ love girl 195 3,22 ,433 340
,339 ,735
of profession boy 147 3,20 ,631 245,002

In the results of t-test done to measure whether the participant students’ gender has a significant
difference on the students’ perception of in-class communication there is a significant difference in
the first (teacher- student communication) and the second (in- class communication) dimensions
(p<.05). According to arithmetic mean, the difference appears to be in favor of girls in both
dimensions. In this case, it can be said that girls have relatively higher perceptions of teacher-student
communication and in-class communication than boys. There were no significant differences in the
third dimension that is “teachers’ love of profession” (p>.05).
Table 4. Differentiation Status of In-class Communication Perceptions According to Students’ Grade Level
Dimensions Groups N X Sd Se t p
Teacher- 9th grade
159 3,70 ,55 341
student 4,683 ,000
communication 10th grade 184 334,543
3,37 ,73
In- class 9th grade 159 3,99 ,60 341
communication 10th grade 5,821 ,000
184 3,53 ,82 333,531
Teachers’ love 9th grade 159 3,24 ,44 341
of profession ,980 ,328
10th grade 184 3,19 ,58 335,735

194
Han, B. & Tosten, R. (2016). In-class teacher-student communication according to high school students’ perceptions. New Trends and Issues
Proceedings on Humanities and Social Sciences. [Online]. 11, pp 190-198. Available from: www.prosoc.eu

In the results of t-test done to measure whether the participant students’ grade levels have a
significant difference on the students’ perception of in-class communication there is a significant
difference in the first (teacher- student communication) and the second (in- class communication)
dimensions (p<.05). According to arithmetic mean, the difference appears to be in favor of 9th grade
students. In this case, it can be said that 9th grade students have relatively higher perceptions of
teacher-student communication and in-class communication than 10th grades. There were no
significant differences in the third dimension that is “teachers’ love of profession” (p>.05).

Table 5. Differentiation Status of In-class Communication Perceptions According to Students’ School Type
Dimensions Groups N X Sd Se t p
Teacher- Anatolian 269 3,61 ,58 341
student Vocational 4,637 ,000
74 3,21 ,88 91,037
communication
In- class Anatolian 269 3,87 ,64 341
6,031 ,000
communication Vocational 74 3,29 ,97 91,239
Teachers’ love Anatolian 269 3,28 ,45 341
4,575 ,000
of profession Vocational 74 2,97 ,68 91,338

In the results of t-test done to measure whether the participant students’ school types have a
significant difference on the students’ perception of in-class communication there is a significant
difference in all dimensions (p<.05). According to arithmetic mean, the difference appears to be in
favor of Anatolian high school students. In this case, it can be claimed that Anatolian high school
students have relatively higher perceptions of teacher-student communication, in- class
communication and “teachers’ love of profession” than Vocational high school students.
Table 6. Differentiation Status of In-class Communication Perceptions According to Students’ Class Size
Sum of Mean Differences
Dimensions Variance source Se f p
squares square Groups
Teacher- Between groups 2,942 1,471 2
3,242 ,040
student Within groups 153,342 ,454 338 “25-35”
communication Total 156,284 340 and 36+
Between groups 9,889 4,945 2
8,827 ,000
In- class Within groups 189,333 ,560 338 “25-35”
communication Total 199,223 340 and “36+
Teachers’ love Between groups ,316 ,158 2
,567 ,568
of profession Within groups 94,052 ,278 338
Total 94,368 340

In the results of ANOVA tests done to measure whether the participant students’ class size have a
significant difference on the students’ perception of in-class communication there is a significant
difference in the first (teacher- student communication) and the second (in- class communication)
dimensions (p<.05). In the results of descriptive analysis about differentiation status of in-class
communication perceptions according to students’ class size (Table 7), the arithmetic means of
participant students who are in the classrooms that have students from 25 to 37 are lower than the
students who are in the classrooms of 36 and up population. In this case, it can be claimed that the
students in the classrooms of 25-35 population have relatively lower perceptions of teacher-student
communication and in- class communication than the students in the classrooms of 36 and up
population.

195
Han, B. & Tosten, R. (2016). In-class teacher-student communication according to high school students’ perceptions. New Trends and Issues
Proceedings on Humanities and Social Sciences. [Online]. 11, pp 190-198. Available from: www.prosoc.eu

Table 7. Descriptive Analysis Results Regarding to Differentiation Status of In-Class Communication

Perceptions According to Students’ Class Size
Dimensions Class size N X sd
Teacher- 24 and less students 3 3,28 ,654
student Between 25-35 students 275 3,48 ,698
communication 36 and up students 63 3,71 ,552
Total
341 3,52 ,677
24 and less students 3 3,81 ,449
In- class Between 25-35 students 275 3,66 ,798
communication 36 and up students 63 4,10 ,482
Total 341 3,74 ,765
24 and less students 3 3,12 ,378
Teachers’ love of Between 25-35 students 275 3,20 ,554
profession 36 and up students 63 3,27 ,394
Total 341 3,21 ,526

4. Results and Discussion

In the results of the research it is found out that the perceptions of students regarding to in-class
teacher-student communication are high level and the level of teachers’ exhibiting behaviors that
show their love of profession is medium. Similarly, in Tatar’s study (2004) the communication levels of
high school students were found to be medium and high. In the study of Oztas (2001), the participant
student perceived their teachers’ communication competence levels partially sufficient. In the results
of İpek and Terzi’s (2010) study, aiming to determine according to teacher perceptions how teacher-
student communication occur in the classroom, within the school and out of the school in the first and
second levels of secondary schools it was found out that the perceptions of teachers are high.
Therefore, there is a convenience between the perceptions of teachers and students. Results of Sarı,
Otunc and Erceylan’s (2007) study aiming to find out high school students life quality at schools
indicate that student communication also improve quality of life of students at the school. Therefore,
high level of teacher- student communication will enable both to achieve the objectives of the training
process and increase the quality of life at the school. In this regard, the result of this research which is
high level of teacher- student communication is seen important results.
In the results it was found out that female students have relatively higher communication
perceptions than male students. Similarly, Sarı, Otunc and Erceylan (2007) found out that female
students have higher perceptions than male students in terms of communication. Positive
discrimination in our education system in favour of girls can be claimed the reason of female students’
becoming more advantageous in terms of teacher-student and in-class communication. In the study of
Balay, Kaya and Dogu (2012) the communication level of female students seem to be higher than male
students. Balay et al, (2012) relates this case to the irrelevant teacher attitudes and behaviours
observed by male students. Because the teachers who see male student behaviours more disruptive
than female students put more distance between them and male students than female, and this case
is thought to increase male students’ irrelevant communication perceptions.
The perceptions of 9th grade students are found relatively higher than 10th grade students. Since 9th
grade students are new-comers to the school that may experience some adaptation problems. Their
having similar problems may cause them to establish higher level communication with their teachers.
Similarly, Sarı, Otunc and Erceylan (2007) found out that 9th students have higher perceptions than
other grade students in terms of communication. In the study of Balay, Kaya and Dogu (2012),
democratic communication levels of 9th grade students were found to be higher than upper grade
students. Proceeding from these results, it can be claimed that consistent behaviours of lower grade
196
Han, B. & Tosten, R. (2016). In-class teacher-student communication according to high school students’ perceptions. New Trends and Issues
Proceedings on Humanities and Social Sciences. [Online]. 11, pp 190-198. Available from: www.prosoc.eu

students may be causing more democratic teacher-student relationship. Regarding to class size, the
students in the classrooms that have the population of between 25-35 have lower teacher-student
communication and in-class communication than the students who are in the classrooms of 36 and up
population.
School type was found out to have a significant difference on the perceptions of high school
students. Anatolian high school students have higher perceptions of in-class communication than the
Vocational high school students. In the results of İpek’s (1999) study it was also found that the school
type has a significant difference on teacher-student communication. In the results of Balay, Kaya and
Dogu’s (2012) study, conducted to determine teacher- student communication perceptions of high
school students staying at the dormitories again in the similarly, perceptions of Anatolian high school
students are higher than Vocational high school students.

References
Akgun, E., Yarar, M., & Dincer, C. (2011). Okul Oncesi Ogretmenlerin Sınıf İci Etkinliklerde Kullandıkları Sınıf
Yonetimi Stratejilerinin İncelenmesi. Pegem Egitim ve Ogretim Dergisi, 1(3).
Bulut, B.N. (2004). İlkogretim Sınıf Ogretmenlerinin İletisim Becerilerine İliskin Algılarının Cesitli Degiskenler
Acısından İncelenmesi. Turk Egitim Bilimleri Dergisi, 2(4): 443-452.
Buyukozturk, S., Kılıc-Cakmak, E., Akgun, O. E., Karadeniz, S. ve Demirel, F. (2010). Bilimsel arastırma yontemleri.
Ankara: Pegem Akademi Yayıncılık.
Buyukozturk, S. (2011). Sosyal Bilimler İcin Veri Analizi El kitabı. Ankara: PegemA Yayıncılık
Calıskan, N. (2003). Sınıf ogretmenlerinin sozel olmayan iletisim davranıslarının degerlendirilmesi. Yayınlanmamıs
doktora tezi, A.U. Sosyal Bilimler Enstitusu, Erzurum.
Calıskan, N. Ve Yesil, R., 2005 “Egitim Surecinde Ogretmenin Beden Dili”, Gazi Universitesi Kırsehir Egitim
Fakultesi Dergisi, Cilt: 6, Sayı: 1.
Cetinkaya, Z. (2011). Turkce Ogretmen Adaylarının İletisim Becerilerine İliskin Goruslerinin Belirlenmesi.
Kastamonu Egitim Dergisi, 19. 2
Daglı, A. ve Oner M. (2002) İlkogretim Okullarının İkinci Kademesinde Okuyan Ogrencilerin Fen Bilgisi
Ogretmenlerinin Sınıf İci İletisim Davranıslarına İliskin Algıları, Cagdas Egitim, 292, 23-30.
Erdogan, M., Kursun, E., Sisman, G. T., Saltan, F., Gok, A., & Yıldız, İ. (2010). Sınıf Yonetimi ve Sınıf İci Disiplin
Problemleri, Nedenleri Ve Cozum Onerileri Uzerine Nitel Bir Arastırma: Bilisim Teknolojileri Dersi
Ornegi. Kuramdan Uygulamaya Egitim Bilimleri–Educational Sciences: Theory & Practice, 10(2), 853-891.
Fraenkel, R. M. ve Wallen, N. E.(2006). How to design and evaluate research in Education. (6. baskı). New York:
McGraw-Hill İnternational Edition
Gunay, K. (2003). Sınıf Yonetiminde Ogretmenlerin İletisim Becerilerinin Degerlendirilmesi. Yayımlanmamıs
Yuksel Lisans Tezi, Adana: Cukurova Universitesi Sosyal Bilimler Enstitusu.
Gursimsek, I. (1999). Etkin Sınıf Yonetimi İcin Etkili İletisim Becerileri. Egitim ve Bilim, Karasar, N.
(1998). Bilimsel arastırma yontemi. Ankara: Nobel Yayınevi.
Kececi, A., & Tasocak, G. (2009). Ogretim Elemanlarının İletisim Becerileri: Bir Saglık Yuksekokulu Ornegi. Dokuz
Eylul Universitesi Hemsirelik Yuksekokulu Elektronik Dergisi, 2(4).
Korkmaz, İ., Akbaslı, S., & Saban, A. (2004). Goreve Yeni Baslayan Sınıf Ogretmenlerinin Karsılastıkları
Guclukler. Kuram ve Uygulamada Egitim Yonetimi.
Kurt, M ve Kurt, M. (1997).Ogretmenlerin Sozlu ve Sozsuz Yakinlik davranıslarının Ogretimsel Etkililiginin
belirlenmesi", IV. Ulusal Egitim Bilimleri Kongresi, Anadolu Universitesi, Eskisehir, s.216-229.
Ozturk, B. (2000). Sınıf İci Etkilesim. Kuram ve Uygulamada Egitim Yonetimi,6(4),

Pehlivan, K. (2005). Ogretmen Adaylarının İletisim Becerisi Algıları Uzerine Bir Calısma. İlkogretim Online, 4 (2),
17-23, [Online]: http://ilkogretim-online.org.tr.
Sonmez, V. (1992). Ogretmen elkitabı. Ankara: Adım Yayıncılık.
Ural, A. ve Kılıc. I. (2006). Bilimsel Arastırma Sureci ve Spss İle Veri Analizi. Detay Yayıncılık. Ankara

197
 Han, B. & Tosten, R. (2016). In-class teacher-student communication according to high school students’ perceptions. New Trends and Issues
Proceedings on Humanities and Social Sciences. [Online]. 11, pp 190-198. Available from: www.prosoc.eu

Unal, S. (1991). "Egitim Ve Ogretimin Niteliginin Gelistirilmesinde Ogretmenin Rolu", Egitimde Nitelik Gelistirme:
Egitimde Arayıslar I. Sempozyumu, Kultur Koleji, Egitim- Arastırma-Gelistirme Merkezi, İstanbul.
Yesil, R. (2006). Sosyal bilgiler ogretmenlerinin sınıf ici ogretim yeterlikleri. Ahi Evran Universitesi Kırsehir Egitim
Fakultesi Dergisi, 7, 2, 61-78.

198

View publication stats