Investigation of Preschool Teachers' Emotional Intelligence Level
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| Title: | Investigation of Preschool Teachers' Emotional Intelligence Level |
|---|---|
| Language: | English |
| Authors: | Turan Çakir (ORCID |
| Source: | International Journal of Modern Education Studies. 2025 9(2):697-720. |
| Availability: | International Journal of Modern Education Studies. Available from: Mevlut Aydogmus. Necmettin Erbakan University Ahmet Kelesopglu Education Faculty A-319 Meram Konya, 42000, Turkey. e-mail: ijonmes@gmail.com; Web site: https://www.ijonmes.net/index.php/ijonmes |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Preschool Teachers, Emotional Intelligence, Teacher Competencies, Age Differences, Self Concept, Empathy, Gender Differences, Teaching Experience, Foreign Countries |
| Geographic Terms: | Turkey |
| ISSN: | 2618-6209 |
| Abstract: | Managing emotions is recognized as one of the teachers' most essential social and emotional competencies. Thus, this study investigates the extent to which teachers employ emotional intelligence (EI) competencies in their professional lives. The study employed a survey design, sampling 400 teachers working in Sakarya Province during the 2023-2024 academic year. Data were collected using the Emotional Intelligence Competencies in Professional Life Scale developed by Titrek (2005). The scale's validity and reliability were confirmed with Cronbach's alpha (internal consistency coefficient) of 0.96, indicating high reliability. The data were analysed using the SPSS statistical package. A one-way analysis of variance (ANOVA) and a t-test were employed to address research problems. The findings revealed that age was associated with statistically significant differences in teachers' self-awareness and empathy. However, no statistically significant differences were found based on gender. Lastly, teachers' empathy levels differed significantly by teaching experience, with the difference observed between teachers with 0-5 years' experience and those with 20 or more years' experience. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494465 |
| Database: | ERIC |
| Abstract: | Managing emotions is recognized as one of the teachers' most essential social and emotional competencies. Thus, this study investigates the extent to which teachers employ emotional intelligence (EI) competencies in their professional lives. The study employed a survey design, sampling 400 teachers working in Sakarya Province during the 2023-2024 academic year. Data were collected using the Emotional Intelligence Competencies in Professional Life Scale developed by Titrek (2005). The scale's validity and reliability were confirmed with Cronbach's alpha (internal consistency coefficient) of 0.96, indicating high reliability. The data were analysed using the SPSS statistical package. A one-way analysis of variance (ANOVA) and a t-test were employed to address research problems. The findings revealed that age was associated with statistically significant differences in teachers' self-awareness and empathy. However, no statistically significant differences were found based on gender. Lastly, teachers' empathy levels differed significantly by teaching experience, with the difference observed between teachers with 0-5 years' experience and those with 20 or more years' experience. |
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| ISSN: | 2618-6209 |
