Research of education faculty students' career adaptations with the aspect of emotional intelligence, department and class level

The purpose of this study is to determine the preferences of students who are studying in different departments of the faculty of education and their level of satisfaction from the department they study. In addition to this, it is aimed to examine whether career adjustment score and 4 dimensions (concern, control, curiosity, confidence) scores show significant differences according to gender, grade level, department, time to choose department and emotional intelligence levels. The research is a descriptive study in correlational survey model. Of the 418 students in the research group, 314 were female and 104 were male. In order to collect data, Personal Information Form, which was developed by the researcher, "International Career Adaptation Capabilities Scale" developed by Savickas and Profeli (2012) and Emotional Intelligence Assessment Scale developed by Hall (1999) were used. In this study, one-way analysis of variance (ANOVA) and t-test were used. According to the results of the research; 64% of the students decided the department choice during the university preference period. It was found that 48% of the students were 'less satisfied' from their department. In the control dimension of career adaptation ability, the control levels of men were found to be higher than the girls. In the concern-curiosity-career adaptability analysis, it was concluded that concern, curiosity levels and total career adjustment levels of 4th grade students were higher than those of 1st grade students. In terms of the time to choose the department variable, it was found that the level of concern of the students who decided on their department in secondary school was higher than those who decided in the university choice period. Similarly, the control level of the students who choose in the middle school is higher than the students in the last year of high school. In terms of career adaptation and emotional intelligence, it was seen that students with high levels of emotional intelligence had higher levels of concern, control, curiosity, confidence, and career adjustment than those with moderate and low levels of emotional intelligence. Key Words: Career adaptability, Emotional intelligence, University student