The relationship of workaholism with emotional intelligence and self-efficacy in education administrators

In this study, it was aimed to examine the relationship between the workaholism of education administrators and, emotional intelligence and, self-efficacy. The study also examined whether the workaholism of education administrators differed according to gender, marital status, age, management time and teaching time. The study group of the research consists of 104 females and, 353 males education administrator. Data on workaholism were collected with the ''DUWAS Workaholic Scale'' data on emotional intelligence were collected with the ''Emotional Intelligence Scale'' and, data on self-efficacy was collected with the ''The Principal Sense of Efficacy Scale (PSES)''. In the study, the correlation between workaholism, emotional intelligence and self-efficacy were examined by correlation and, regression analysis. In addition, whether the level of workaholism differed significantly according to gender and marital status was examined with the ''Independent Sample T-Test'', and, whether the level of workaholism differed significantly according to age, management time and teaching time was examined by ''One-Way Anova of Variance (One-Way Anova)''. As a result of the regression analysis, it was concluded that the emotional intelligence and self-efficacy variables predicted the workaholism levels of the education administrator at a statistically significant level. In addition, it was observed that the workaholism levels of the education administrator differed statistically according to marital status, management time and teaching time. Moreover, it was found that the workaholism levels of education administrator did not differ significantly according to gender, marital status and age.