Okul Öncesi Öğretmenlerinde Prososyal Davranışların İletişim Becerileri Üzerindeki Yordayıcı Rolü

This study examines the relationship between preschool teachers’ prosocial behaviors and their communication skills and investigates whether these variables differ across selected demographic characteristics. The research was conducted using a correlational survey design. The population consisted of preschool teachers working in public independent kindergartens and preschool classrooms within primary schools affiliated with the Ministry of National Education in the central districts of Diyarbakır (Bağlar, Kayapınar, Sur, and Yenişehir). The sample was determined through stratified sampling and included a total of 309 teachers, of whom 262 were female and 47 were male. The findings indicate that preschool teachers demonstrate generally high levels of both prosocial behavior and communication skills. Analyses based on gender revealed that prosocial behavior scores differed significantly in favor of female teachers. Furthermore, correlation analysis showed a moderate, positive, and statistically significant relationship between prosocial behaviors and communication skills. Regression analysis results demonstrated that prosocial behavior is a significant predictor of communication skills, explaining approximately 24% of the total variance (R² = 0.242). These findings suggest that higher levels of prosocial tendencies contribute to more effective, sensitive, and constructive communication processes among teachers.