Reviewing the Relationship between Preservice Teachers’ Communication Skills and Classroom Management Competency Perceptions

The purpose of this study is to review the relationship between preservice teachers’ communication skills and classroom management competency perceptions. Working group of the study consists of 504 students selected via convenience sampling method. Personal information form, “Communication Skills Scale” and “Preservice Teachers’ Classroom Management Competency Scale” were used as data collection tools. In the study, it was concluded that there was no significant difference in communication skills and classroom management competency perceptions according to the variable of gender; no statistically significant difference in communication skills perceptions according to the variable of satisfaction with graduation department; a statistically significant difference in classroom management competency perceptions on behalf of those who were satisfied with their departments; no significant difference in communication skills and classroom management competency perceptions according to the variable of department and the increasing communication skills led to an increase in classroom management competency perceptions