A study on the investigation of the relationship between different branch teachers emotional intellegence and their proffesional self esteem

The purpose of this study is to examine the relationship between the emotional intelligence characteristics of different branch teachers and their professional self-esteem. However, in this research it was aimed to examine the teachers' emotional intelligence and professional self-esteem in terms of various socio-demographic characteristics. The study was conducted with the participation of 257 (142 female and 115 male) teachers. Emotional Intelligence scale-short form and vocational self-esteem scale were used as data collection tools in the study. Data analysis, independent sample t test, one way variance analysis, hierarchical regression were used. According to the findings of the study, it was understood that the teachers with different branches had higher levels of emotional intelligence and professional self-esteem. It has been determined that teachers do not differ significantly in terms of emotional intelligence from their gender, the latest education program they graduate, and the stage in which they are employed. On the other hand, the emotional intelligence of teachers differed significantly according to their age, occupational seniority, and appreciation of their superiors. It has been determined that; the levels of professional self-esteem of teachers with different disciplines; sex, age, occupational seniority, the most recent training program they graduated from, the stage in which they were assigned and their appreciation of their superiors differ meaningfully and significantly. Finally, occupational self-esteem in teachers with different disciplines; by emotional intelligence, in the positive direction was the result of a significantly meaningful prediction. The findings were discussed in the light of related literature and suggestions for future research were made. Key words: Emotional intelligence, professional self-esteem, branch teacher