THE RELATIONSHIP BETWEEN THE EMOTIONAL INTELLIGENCE LEVELS OF TEACHERS AND THEIR BEHAVIOURS OF INSTRUCTIONAL LEADERSHIP IN CLASSROOM MANAGEMENT / ÖĞRETMENLERİN DUYGUSAL ZEKÂ DÜZEYLERİ İLE SINIF YÖNETİMİNDE ÖĞRETİM LİDERLİĞİ DAVRANIŞLARI ARASINDAKİ İLİŞKİ
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Abstract
The purpose of this research is to analyze the correlations between the emotional intelligence levels of teachers and instructional leadership in classroom management. The research has been conducted in correlational survey model. The population of the research consists of teachers of Turkish, Mathematics and Science, who work in public secondary schools in Düzce and its counties. “Instructional Leadership Scale in Classroom Management” developed by Kovaç (2011), “Trait Emotional Intelligence Questionnaire Short Form” developed by Petrides and Furnham (2001) and adapted to Turkish by Deniz, Özer, Işık (2013), and “Personal Information Form” prepared by the researcher have been used as the data collection tools of the research. SPSS 25.0 has been used to analyze the data and Spearman’s Rank Correlation Coefficient was calculated to find the correlations between the emotional intelligence levels of the participants and behaviours of instructional leadership in classroom management, which have been found out to be statistically significant and positive. According to the findings obtained at the end of the research, the emotional intelligence levels of the participants show statistically significant difference depending on their age, professional seniority and major; however, they do not show statistically significant difference depending on gender. Furthermore, the levels of the participants’ exhibiting instructional leadership in classroom management behaviours show statistically significant difference by age and professional seniority variables, whereas no statistically significant difference is found by gender and major.
Bu araştırmanın amacı, sınıf yönetiminde öğretmenlerin duygusal zeka düzeyleri ile öğretim liderliği arasındaki ilişkileri incelemektir. Araştırma ilişkisel tarama modelinde gerçekleştirilmiştir. Araştırmanın evrenini Düzce ve ilçelerinde bulunan devlet ortaokullarında görev yapan Türkçe, Matematik ve Fen Bilimleri öğretmenleri oluşturmaktadır. Kovaç (2011) tarafından geliştirilen “Sınıf Yönetiminde Öğretimsel Liderlik Ölçeği”, Petrides ve Furnham (2001) tarafından geliştirilen ve Deniz, Özer, Işık (2013) tarafından Türkçeye uyarlanan “Sürekli Duygusal Zeka Ölçeği Kısa Formu” ve “Kişisel Bilgi Formu” Araştırmanın veri toplama aracı olarak araştırmacı tarafından hazırlanan ” ifadesi kullanılmıştır. Verilerin analizinde SPSS 25.0 kullanılmış ve katılımcıların duygusal zeka düzeyleri ile sınıf yönetiminde öğretim liderliği davranışları arasında istatistiksel olarak anlamlı ve pozitif yönde korelasyonlar bulmak için Spearman Sıra Korelasyon Katsayısı hesaplanmıştır. Araştırma sonunda elde edilen bulgulara göre, katılımcıların duygusal zeka düzeyleri yaş, mesleki kıdem ve branşa göre istatistiksel olarak anlamlı farklılık göstermekte; ancak cinsiyete göre istatistiksel olarak anlamlı farklılık göstermemektedir. Ayrıca, katılımcıların sınıf yönetimi davranışlarında öğretim liderliği sergileme düzeyleri yaş ve mesleki kıdem değişkenlerine göre istatistiksel olarak anlamlı farklılık gösterirken, cinsiyet ve branşa göre istatistiksel olarak anlamlı bir farklılık bulunmamıştır.
Keywords
Abstract
The purpose of this research is to analyze the correlations between the emotional intelligence levels of teachers and instructional leadership in classroom management. The research has been conducted in correlational survey model. The population of the research consists of teachers of Turkish, Mathematics and Science, who work in public secondary schools in Düzce and its counties. “Instructional Leadership Scale in Classroom Management” developed by Kovaç (2011), “Trait Emotional Intelligence Questionnaire Short Form” developed by Petrides and Furnham (2001) and adapted to Turkish by Deniz, Özer, Işık (2013), and “Personal Information Form” prepared by the researcher have been used as the data collection tools of the research. SPSS 25.0 has been used to analyze the data and Spearman’s Rank Correlation Coefficient was calculated to find the correlations between the emotional intelligence levels of the participants and behaviours of instructional leadership in classroom management, which have been found out to be statistically significant and positive. According to the findings obtained at the end of the research, the emotional intelligence levels of the participants show statistically significant difference depending on their age, professional seniority and major; however, they do not show statistically significant difference depending on gender. Furthermore, the levels of the participants’ exhibiting instructional leadership in classroom management behaviours show statistically significant difference by age and professional seniority variables, whereas no statistically significant difference is found by gender and major.
Keywords
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