Relationship between elementary school teachers' perceptions of emotional intelligence, psychological well-being and school climate: Example of Manisa Sarigöl district

The aim of the research is to examine the relationship between the teachers' perceptions of emotional intelligence, psychological well-being and school climate. The research was carried out with the relational screening model from the general screening model. The study group of the research consists of 87 classroom teachers working in the province of Manisa, Sarıgöl. All teachers working in the district were reached and data were collected from 87 teachers. The research was carried out in the 2018-2019 academic year. The data were collected with "Bar-On Emotional Intelligence Scale", "Psychological Well-Being Scale" (PIQ) and "Organizational Climate Description Survey". SPSS 23.0 program was used to analyze the data. First of all, it was determined by looking at the assumptions of normality that emotional intelligence scores were not distributed normally, and psychological well-being and school climate scores were normally distributed. In the analysis of the data, sample t test independent from parametric tests, Mann-Whitney U Test, Kruskal-Wallis test from ANOVA and non-parametric tests were used. As a result of the analysis of the data, it was concluded that emotional intelligence scores differ significantly in terms of demographic characteristics of classroom teachers according to their ages, but not in terms of gender, year of work at school and seniority in the profession. It has been demonstrated that psychological well-being scores do not differ in terms of gender, age, seniority, and school year. No significant difference was found in their perceptions of school climate according to demographic variables. As a result of the research, it has been observed that there is a relationship between psychological well-being and emotional intelligence, there is no relationship between perception of school climate and other variables.