The Relationship Between Teachers’ Social Intelligence Level and Effective Communication Skills

This study aims to explore the effect of communication skills of teachers on their levels of social intelligence. As a sample, 371 teachers employed in public schools in Siverek district of Şanlıurfa, Türkiye was chosen by using simple random sampling method. Employing a correlational model, the researchers utilized "Tromso Social Intelligence Scale (TSIS)", "Effective Communication Skills Scale (ECSS)" and demographic information form for data collection. The analysis of the data was carried out using the IBM SPSS Programb by employing descriptive statistics. The findings indicates that teachers have highly developed social intelligence and communication skills. These findings demonstrates a positive, moderately strong, statistically significant relationship between the two variables. Furthermore, the study uncoveres that sub-dimensions of self-recognition/self-disclosure and empathy within ECSS explains social intelligence significantly. This shows that teachers’ effective communication skills are a substantial predictor of social intelligence sub-dimensions, explaining 41% of the first sub-dimension (SIP), 34% of the second sub-dimension (SS) and 19% of the third sub-dimension (SA). Moreover, it was shown that 46% of the variance in social intelligence was significantly predicted by teachers’ effective communication skills.