The investigation and comparison of the effective communication skills and the emotional intelligence of the students of the faculty of education receiving and not receiving music education

In the study, it was aimed to investigate the effective communication skills and emotional intelligence of music teacher candidates according to their education year, gender and overall academic grade average (GPA) variables and to compare them with the emotional intelligence and communication skills of other teacher candidates who did not receive music education. In accordance with this purpose, the sample of the study was formed with 315 volunteer undergraduate students studying at Bursa Uludağ University Faculty of Education in the fall semester of the 2018-2019 academic year. Convenience sampling was used to select the sample. The data of the research were collected through a three-part questionnaire consisting of Personal Information Form, Schutte Emotional Intelligence Scale and Effective Communication Skills Scale. In the analysis of the data, ANOVA test was used to determine the relationship between the effective communication skills and emotional intelligence of the students who received music education and the t-test was used to determine the relationship with the genders. T-test was also used to reveal the difference between the effective communication skills and emotional intelligence of the education faculty students receiving and not receiving music education. Pearson correlation coefficients were calculated to determine the effective communication skills and the relationship between emotional intelligence and GPA and its sub-dimensions. As a result of the research, a difference in both emotional intelligence and effective communication skills of the education faculty students' who received music education according to the years of music education at the university was not determined. It was concluded that only the optimism / mood regulation sub-dimension was meaningful in favor of female students among the gender and emotional intelligence of the students who received music education. Among the genders and effective communication skills of the students who received music education, it was concluded that the effective communication scores of female students were higher than male students in the sub-dimensions of ego developing language, active / attended listening, empathy and self language. While it is concluded that there is no significant difference between the emotional intelligence of the students who received and not received music education, the scores of the students who have received music education in effective / attended listening, self-knowledge / self-disclosure and empathy sub-dimensions are higher than the students who do not receive music education. There was a significant correlation between emotional intelligence and its sub-dimensions and effective communication skills and sub-dimensions. While no significant correlation was found between emotional intelligence and GPA, significant correlation was found between effective communication and GPA. A significant correlation was found between effective communication and emotional intelligence.