The relationship between the emotional intelligence levels of teachers and their behaviours of instructional leadership in classroom management

The purpose of this research is to analyze the correlations between the emotional intelligence levels of teachers and instructional leadership in classroom management. The research has been conducted in correlational survey model. The population of the research consists of teachers of Turkish, Mathematics and Science, who work in public secondary schools in Düzce and its counties. According to the data from the Provincial Diroctorate for National Education of Düzce, there are 140 Turkish, 125 Mathematics and 118 Science teachers who work in Düzce and its counties. An effort was made to reach the whole population of the research by transferring the scales used in the scope of the research to online media via Google Form and the opinions of 127 Turkish, 111 Mathematics and 83 Science teachers have been received in the scope of the research. "Instructional Leadership Scale in Classroom Management" developed by Kovaç (2011), "Trait Emotional Intelligence Questionnaire Short Form" developed by Petrides and Furnham (2001) and adapted to Turkish by Deniz, Özer, Işık (2013), and "Personal Information Form" prepared by the researcher have been used as the data collection tools of the research. SPSS 25.0 has been used to analyze the data andSpearman's Rank Correlation Coefficient was calculated to find the correlations between the emotional intelligence levels of the participants and behaviours of instructional leadership in classroom management, which have been found out to be statistically significant and positive. Moreover, Levene's Test, Independent Groups t- Test, One-Way Analysis of Variance (ANOVA), Mann Whitney-U Test and Kruskal Wallis-H Test have been used to determine whether the emotional intelligence levels of the participants and their levels of showing the behaviours of instructional leadership in classroom management vary statistically according to the demographic variables. According to the findings obtained at the end of the research, the emotional intelligence levels of the participants show statistically significant difference depending on their age, professional seniority and major; however, they do not show statistically significant difference depending on gender. Furthermore, the levels of the participants' exhibiting instructional leadership in classroom management behaviours show statistically significant difference by age and professional seniority variables, whereas no statistically significant difference is found by gender and major.