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Abstract
The scope of this study is to find out communication apprehension level of relocated teachers and to determine the reasons causes communication apprehension. It was also aimed to determine whether the communication apprehension levels differ significantly according to demographic variables. In this study, one of the mixed research methods, explanatory sequential design, was used. The universe of the research is the teachers dispalced in the provinces of Isparta and Burdur in the summer semester of the 2018-2019 academic year. As a sampling method, stratified random sampling method was preferred. For the quantitative part of the research, communication apprehension scale; for the qualitative part of the research, semi-structured interview form were used. As it was seen that the data showed normal distribution, t-test and one-way analysis of variance (ANOVA) were used. As a result of the analysis, it was determined that 35 of the teachers experienced high, 509 of them experienced medium and 161 of them experienced low communication apprehension. In addition, it was found a significant difference between the reasons for teachers' displacement, school access conditions and nutritional opportunities at school, with communication apprehension. In addition, teachers stated that communication is most important what in solving problems in the school and it is most affected by biased approaches. The teachers said that an unhappy environment will occur in the school as a result of the communication problems. Finally, most of the teachers stated that social activities should be done in order to overcome the communication problems in the school.