Investigation of Preschool Teachers’ Emotional Intelligence Level

Turan Çakır; Hacer Dervişoğlu

doi:10.51383/ijonmes.2025.432

Investigation of Preschool Teachers’ Emotional Intelligence Level

Turan Çakır, Hacer Dervişoğlu

Abstract

Managing emotions is recognized as one of the teachers' most essential social and emotional competencies. Thus, this study investigates to what extent teachers employ emotional intelligence (EI) competencies in their professional lives. The research adopted the survey model, with a sample including 400 teachers working in the 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 a Cronbach’s Alpha internal consistency coefficient of .96, which indicates high reliability. The data were analysed using the SPSS statistical package. A one-way analysis of variance (ANOVA) and t-test were employed to address research problems. The findings revealed that age created statistically significant differences in teachers' self-awareness and empathy. However, gender was not influential on teachers' emotional intelligence competencies. Lastly, teachers' empathy level differed statistically significantly by experience and the difference was between teachers with an experience of 0-5 years and 20 and over years.

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DOI: https://doi.org/10.51383/ijonmes.2025.432

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