A relationship between emotional intelligence and classroom climate

With general definition, emotional intelligence is the art of emotions' expertly usage. Classroom climate is the total of properties belonging to a class and differentiating it from the others. With this research, the affect on classroom climate of emotional intelligence of teachers in secondary schools is determined and according to the level of emotional intelligence, the level of teachers' interaction with the students in classrooms is determined, whether there are any significant differences in terms of their individual and professional characteristics. The scope of the study is comprised of formal primary school teachers in the central districts of Buca in the province of İzmir in 2014-2015 academic year. Then, the sample of the study consists of 224 teachers among the teachers in the schools mentioned. The data for the research will be collected with "Bar-On Emotional Intelligence Scale", "Classroom Environment Scale" , "Personal Information Form". To analyze the data of the research, arithmetic mean and standard deviation will be checked by using SPSS 15 statistics analysis program. and to understand whether there are any significant differences between arithmetic mean, independent groups like t-test will be implemented. To determine the differences between the groups, Scheffee Test will be used. Pearson correlation analysis and multiple regression analysis will be used to determine the level of relationship between variables. Findings of research can be listed as follows: Tendency levels of secondary school teachers to use emotional intelligence are perceived to be "I agree". Perception of teachers about emotional of secondary school teachers did vary with gender variable in favor of women teachers in all scale and overall dimensions; with age variable in favor of the young in all scale and in "interpersonal skills", "adaptability" and "general mood" dimensions; with branch variable in favor of linguistical teachers in all scale and "self-awareness" and "stress management" dimensions; with experience variable in favor of new teachers in all scale and "adaptability" and "general mood" dimensions. It did vary with educational level of teachers' variable in "adaptability" dimension although it did not vary in all scale and the other dimensions. Tendency levels of secondary school teachers to use emotional intelligence are perceived to be "I agree". The perception of teachers about classroom climate did vary with branch variable in favor of linguistical teachers in all scale and "relationship" and "control and progress of system"; with experience variable in favor of new teachers in all scale and "relationship" dimension. It did not vary with gender variable in all scale and the other dimensions although it did vary in "relationship" dimension. It did not vary with age variable in all scale and the other dimensions although it did vary in "relationship" dimension. It did not vary with the educational level of teachers' variable in all scale and in their ovarall dimensions. On the other hand, it is found out that there was a positive, medium level and significant relationship between the teachers' emotional intelligence and classroom climate. There was a positive, high level relationship between in " self-awareness", "interpersonal skills", "adaptability", "stress management" and "general mood" dimensions of emotional intelligence scale and "the control and progress of system" dimension of classroom climate scale and a positive and medium level relationship between in overall dimensions of emotional intelligence scale and "relationship" dimension. There is a positive and medium level relationship between the other dimensions of emotional intelligence and "personal development and adaptation" dimension although there is a low and positive relationship between "stress development" and "personal development and adaptation". According to the results, all the emotional intelligence scale's dimensions predict "relationship" and "personal development" dimensions in medium level although all dimensions of emotional intelligence scale are a greater predictor of "control and progress of system" dimension. In order to increase the perception of teachers about emotional intelligence, the importance of it should be told and various seminar and conference should be arranged. In order to increase the perception of teachers about classroom climate, the courses being told about the importance of classroom climate should be arranged. Key Words: Emotion, Intelligence, Emotional Intelligence, Classroom, Classroom Climate.