Dr. TÃÆÃÂ¼rkay Nuri Tok, Dr. Ãâ¦ÃÅ¾ÃÆÃÂ¼kran Tok and Sevda DoÃâÃÅ¸an DolapÃÆÃÂ§ioÃâÃÅ¸lu
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 teachercentered classroom education approach. Research results also indicate that EI significantly predicts student-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.
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