Sınıf Öğretmeni Adaylarının Duygusal Zekâları ve Akademik Öz Yeterlikleri Arasındaki İlişkiler

Year 2021, Volume: 17 Issue: 36, 2370 - 2382, 30.04.2021

Aşkın Baydar

https://doi.org/10.26466/opus.837349

Abstract

Bu çalışmada eğitim fakültesi sınıf eğitimi öğretmen adaylarının duygusal zekâ düzeyleri ile akademik öz yeterlikleri arasındaki ilişki incelenmiştir. 43 kadın, 17 erkek, toplam 60 öğretmen adayının katıldığı araştırma ilişkisel tarama modeli ile gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak Duygusal Zekâ ve Akademik Öz Yeterlik ölçekleri kullanılmıştır. Duygusal Zekâ ölçeği, Hyuneung Lee ve Yungjung Kwak tarafından geliştirilen ve Şehri Nur Kayıhan ve Serhat Arslan tarafından Türkçe’ye uyarlanan, 20 maddeden oluşan, likert tipi bir ölçektir. Duygusal farkındalık, duygusal kolaylaştırma ve duygusal düzenleme alt boyutlarından oluşmaktadır. Akademik Öz Yeterli Ölçeği ise Steven Owen ve Robin Froman tarafından geliştirilen ve Gülay Ekici tarafından Türkçe’ye uyarlanan 33 maddeden oluşan likert tipi ölçektir. Sosyal statü, bilişsel uygulamalar ve teknik beceriler olmak üzere üç alt boyuttan oluşmaktadır. Araştırmanın sonucunda cinsiyet değişkenine göre duygusal zekâ ve akademik öz yeterlik toplam ve alt boyutları arasında anlamlı farklılıklar meydana gelmemiştir. Duygusal zekâ toplam puanlarının, akademik öz yeterlik toplam puanlarını olumlu ve anlamlı yönde etkilediği anlaşılmıştır. Alt boyutlardan duygusal farkındalık, akademik öz yeterliği anlamlı düzeyde yordamaktadır.

Keywords

Duygusal zeka, akademik öz yeterlik, sınıf eğitimi, öğretmen eğitimi

Association between Emotional Intelligence and Academic Self-Efficacy of Preservice Primary Teachers

Abstract

In this study, the association between emotional intelligence levels and academic self-efficacy was investigated for preservice primary teachers in the education faculty. A total of 60 preservice teachers, 43 women and 17 men, participated in this research which used the relational screening model. As data collection measures, the Emotional Intelligence and Academic Self-Efficacy scales were used. The Emotional Intelligence Scale is a 20-item, Likert-type scale developed by Hyuneung Lee and Yungjung Kwak and adapted to Turkish by Şehri Nur Kayıhan and Serhat Arslan. It comprises the subdimensions of emotional recognition, emotional facilitation and emotional regulation. The College Academic Self-Efficacy Scale is a Likert-type scale with 33 items developed by Owen and Robin Froman and adapted to Turkish by Gülay Ekici. It consists of three subdimensions of social status, cognitive applications and technical skills. The results of the research show that there were no differences in emotional intelligence and academic self-efficacy total points and subdimensions according to the gender variable. Emotional intelligence total points were understood to positively and significantly affect academic self-efficacy total points. The subdimension of emotional recognition predicted academic self-efficacy at significant levels.

Keywords

Emotional intelligence, academic self-efficacy, primary education, teacher education

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