Educational Research

Educational Research (ISSN:2141-5161) Vol. 4(2), pp. 134-142, February, 2013         
Copyright © 2013 International Research Journals

 

Full Length Research Paper

The relationship between emotional intelligence and classroom management approaches of primary school teachers

*1Dr. Türkay Nuri Tok, 2Dr. Şükran Tok and 3Sevda Doğan Dolapçioğlu

*1Pamukkale University Educational Faculty Elemantary Departmant 20700 Kınıklı, Denizli/Turkey

2Pamukkale University Educational Faculty / Turkey

3Hatay National Education Management / Turkey

*Corresponding Author E-mail: turkaytok@gmail.com; Tel: +90 258 296 11 42;

Fax: +90 258 296 11 00

Received February 11, 2013; Accepted February 22, 2013

Abstract

 The aim of this study is to examine whether there is a significant relationship between classroom teachers’ EI and their classroom management approaches, and whether EI significantly predicts classroom management approaches. Correlational model was used in the study. The sample of the study was composed of 233 primary school teachers working at 22 primary schools in Hatay city’s central province Antakya (Turkey). The data have been collected by administering the “The Emotional Intelligence Scale”,  and the “The Classroom Management Inventory”. The results revealed that EI is a positive predictor of teacher-centered classroom management with weak predictive power. There is a low-level, positive, and significant relationship between primary school teachers’ EI levels and teacher-centered classroom education approach. Research results also indicate that EI significantly predictsstudent-centered classroom management. There is a medium-level, positive, and significant relationship between primary school teachers’ EI levels and their student-centered classroom management approaches.

Keywords: Emotional intelligence, classroom management approaches, primary school teachers.

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