The Silent Capital of the Past: Reflections of Teachers’ Positive Childhood Experiences on Informal Communication: A Correlational Study of Evidence from Teachers in Turkey

Abstract The way individuals communicate with others often bears the imprint of the relational experiences shaped during childhood. Trust, supportive interactions, and intimacy constitute important foundations of communication patterns in adulthood. This study aimed to examine the relationship between teachers’ positive childhood experiences and their levels of informal communication. Specifically, the study investigated whether teachers’ positive childhood experiences and informal communication levels differed according to demographic variables, including gender, professional seniority, place of childhood residence, and family type. It also examined the relationship between positive childhood experiences and informal communication levels and investigated whether positive childhood experiences predicted teachers’ informal communication levels. A quantitative approach and correlational survey design were employed. The study population consisted of teachers working in the field of child development in Istanbul during the 2025–2026 academic year. The sample comprised 261 teachers working in public and private schools in Istanbul. Data were collected using a Personal Information Form (PIF), the Informal Communication Scale (ICS), and the Positive Childhood Experiences Scale (PCES). The findings revealed a positive and statistically significant relationship between teachers’ positive childhood experiences and their levels of informal communication. Furthermore, positive childhood experiences significantly predicted teachers’ informal communication levels, explaining 26% of the variance (R² = .26, β = .51, p < .001). These findings suggest that teachers’ communication practices are not solely determined by professional competencies but are also influenced by their early life experiences, which may shape their patterns of interaction within educational settings. By quantitatively examining the association between positive childhood experiences and informal communication in an educational context, this study contributes to addressing an underexplored area in the literature. The findings highlight the importance of integrating socio-emotional development and childhood experiences into teacher education programs and emphasizing empathy, reflective practice, and relational communication in professional development activities. School administrators may also consider creating structured opportunities for informal peer interaction, such as collaborative planning time and staff social activities, to strengthen relational and supportive communication among teachers.