Okul Öncesi Öğretmenlerinin Duygusal Zeka Düzeyleri ile Öğretim Programında Yer Alan Duyuşsal Hedeflere Verdikleri Önemin İncelenmesi

This research aims at examining the relationship between pre-school education teachers’ level of emotional intelligence and the importance they give to the attainment of the instructional objectives in the affective domain. Bar-On Emotional Intelligence Scale, which has been adopted by Acar (2001) and the attitude scale, which has been developed (by the researcher) based on the affective learning outcoming taking place in the pre-school education curriculum have been implemented to the 117 pre-school education teacher who are currently working in the state pre-school education institutions and nursery schools. In addition to what mentioned above, interview questions formed by the researcher and have been asked to the volunteer pre-school teachers to collect the data. The findings have affirmed that the pre-school teachers’ emotional intelligence level and the importance given the attainment of the affective domain learning outcomes are quite high. It can be concluded that as the emotional intelligence level of the pre-school teachers increases, the importance they give to the attainment of the affective learning outcomes increases. According to the sub-dimensions of the Bar-On Emotional Intelligence Scale, the sub-dimension of the interpersonal relations level have been found to be low whereas the stress management sub-dimension level have been found to be high (according to the mean score of the emotional level). Moreover, based on the level of education variable, the level of EI of the pre-school education teachers who have their masters degree, have been obtained to be higher in comparison to the pre-school teachers who have the bachelors degree. The results of qualitative data also revealed that the pre-school teachers give high importance to the achievement of the learning outcomes occuring in the affective domain section of the curriculum. The analysis of the qualitative data yielded deeper understanding of the research topic in the sense that the pre-school teachers attributed the attainment of the affective learning outcomes to their attempts. Keywords: Pre-school Education, Pre-school Education Curriculum, Emotional İntelligence, Affective İnstructional Objectives