Özet:

In this study, it is aimed to investigate whether the perceptions of the teachers working in secondary schools in Famagusta, TRNC differ significantly according to gender, variable and whether there is a significant relationship between communication skills and problem solving skills. Research In the 2015-2016 academic year, three easily accessible secondary schools were selected among the secondary schools in Famagusta by random sampling method. Among the teachers working in these schools (79), 73.1% were female and (29) 26.9% were male. İletişim Teacher Communication Skills Scale ”and“ Problem Solving Inventory uyar adapted to Turkish were used as data collection tools. The analysis of the collected data was entered into SPSS Statistical package program on compute   r and the statistical analyzes were performed with the help of this program. One-way ANOVA and t-test techniques were used to determine whether teachers' communication skills and problem-solving skills differ significantly by gender. As a result of the one-way analysis of variance, LSD test was used to determine from which groups the difference arises. Significance level was taken as 0.05. As a result of the research, it was found that the teachers' communication skills and problem solving skills differed according to gender. In terms of gender, it is seen that 73.1% of the sample consists of female and 26.9% of male teachers. The communication skills of the teachers differ significantly in empathy, sub-dimension and do not differ in the sub-dimensions of transparency, equality, effectiveness and competence. It was observed that teachers' problem solving skills did not differ significantly according to gender in all sub-dimensions of hasty approach, thinking approach, avoidant approach, evaluative approach, self-confidence approach and planned approach. As a result of the research, it was found that there is a meaningful relationship between communication skills and problem solving skills of teachers.

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