Investigation of the relationship between Turkish teachers' perceptions on classroom management skills and emotional intelligence

In this study, it was aimed to determine the relationship between Turkish teachers' perceptions of classroom management skills and emotional intelligence perceptions. Another aim of the study is to reveal whether Turkish teachers' classroom management competencies and emotional intelligence perceptions differ statistically according to demographic characteristics. Research is a study with relational screening models with these features. The population of the research consists of 215 Turkish teachers working in the city of Kırşehir. Sampling was not used, the entire research population was reached. "Classroom Management Competency Scale" was used to measure teachers' perceptions about classroom management competencies and "Schutte Emotional Intelligence Scale" was used to determine their perceptions about personality traits. As a result of the research, the average scores of the sub-dimensions of the "Classroom Management Skills Scale" vary between "frequently" and "always". Teachers received the highest average score from the "communication" sub-dimension, while they received the lowest average score from the "physical order of the class" sub-dimension. Mean scores of teachers on "Classroom Management Skills Scale" are 'always'. The mean scores of the Emotional Intelligence Scale sub-dimensions range from 'I have no idea' to 'I agree'. Teachers got the highest average score from the optimism / mood regulation sub-dimension and the lowest average score from the emotional evaluation sub-dimension. The average scores of the teachers' Emotional Intelligence Scale "Scale are at the level of agreement. As a result of the analysis, it was concluded that there was a moderate and significant relationship between teachers' classroom management skills and emotional intelligence characteristics.