The examination of the relationship among teacher's emotional intelligence, self efficacy beliefsand classroom management skills

The main purpose of the research is to examine the relationships among the pre-school and primary school teachers' emotional intelligence, self-efficacy beliefs and classroom management skills Relational screening method is used in the study which is designed in quantitative research design. The study group comprises 376 teachers working in preschools, primary schools and lower secondary schools affiliated to the Ministry of National Education in the province and districts of Kastamonu, . As a means of data collection tools, personal information form, classroom management skills scale, emotional intelligence scale and teacher self-efficacy belief scale have been used. Descriptive statistics have been made using the SPSS 21 package program. In order to examine whether the levels of emotioanl intelligence, self efficacy and classroom managemeng skills differ according to gender and duty, t-test has been used. On the other hand one way ANOVA has been preferred to examine if the levels of emotioanl intelligence, self efficacy and classroom managemeng skills differ according to age, seniority and education level. Pearson coefficient of correlation has been estimated to determine the relationship between emotional intelligence, self-efficacy beliefs and classroom management skills. Regression analysis was conducted to examine whether emotional intelligence and self-efficacy belief predict classroom management skills significantly. When the research findings were evaluated, it was found that gender, age, occupational seniority and duty were positively related to other variables except emotional intelligence. The level of education was not significantly related to any variables. Moderately positive correlations were found between self-efficacy belief, emotional intelligence, and classroom management skills. Regression analysis showed that independent variables of the research, emotional intelligence and self efficacy beliefs predict 48% of the teachers' classroom management skills. Additionally, the contribution of the indenependent variables to the model is sginificant.