The examination of the relationship among secondary school teachers' teaching styles, self efficacy and emotional intelligence levels

The purpose of the research is to examine whether there is a relationship between the secondary school teachers' emotional intelligence levels and teaching styles, self-efficacy. Relational screening model was used in the research. The participants of the study consist of 321 teachers working in secondary schools. The data were collected with personal information form, teaching style scale, teacher self-efficacy scale, and Rotterdam emotional intelligence scale. SPSS package program was used to analyze the data. According to the findings of this study, it was determined that teachers' teaching style, self-efficacy and emotional intelligence levels were high. While teaching styles levels of the teachers show a significant difference according to gender, seniority, branch and graduated school, teaching styles levels of the teachers did not show a significant difference according to educational status. Self-efficacy levels of the teacher show a significant difference according to gender, but did not show a significant difference according to educational status, seniority, branch and graduated school. The emotional intelligence levels of the teachers show a significant difference according to the gender and branch but the emotional intelligence levels of the teachers did not show a significiant difference according to their educational status, seniority and graduated school. It was concluded that there is a positive and intermediate correlation between teachers' teaching styles and self-efficacy levels, teaching styles and emotional intelligence levels, and emotional intelligence levels and self-efficacy. It was determined that teaching style and self-efficacy variables explained 31 % of emotional intelligence level.