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Sınıf Öğretmeni Adaylarının Duygusal Zekâları ve Etkili Vatandaşlık Yeterlikleri Arasındaki İlişki

Yıl 2023, Cilt: 4 Sayı: 1, 72 - 86, 27.03.2023
https://doi.org/10.54637/ebad.1243048

Öz

Duygusal zekânın eğitim ortamlarındaki etkisi, sayısı gittikçe artan çalışmalarla incelenmektedir. Birçok sosyal beceriye etkisi kanıtlanan duygusal zekânın akademik performansı, takım performansını, çatışma çözümü için gerekli yetenekleri, sosyal ilişkileri ve sosyal bağlantıları, vatandaşlıkla ilgili becerileri, etkin katılımı, örgütsel vatandaşlık davranışlarını, görev performansını, sivil katılımı ve sivil katılıma bağlılığı geliştirdiği bulguları da bu alandaki çalışmalarda yer almaktadır. Bu çalışmada bir eğitim fakültesinde öğrenim gören sınıf eğitimi öğretmen adaylarının duygusal zekâ düzeyleri ile etkili vatandaşlık yeterlikleri arasındaki ilişkiye bakılmıştır. Çalışmaya 42 kadın, 21 erkek, toplam 63 öğretmen adayı katılmıştır. İlişkisel tarama modeli ile yürütülen çalışmada veri toplama araçları olarak duygusal zekâ ve etkili vatandaşlık yeterlikleri ölçekleri kullanılmıştır. Duygusal Zekâ ölçeği, Hyuneung Lee ve Yungjung Kwak tarafından geliştirilmiştir. Türkçeye Şehri Nur Kayıhan ve Serhat Arslan tarafından uyarlanmıştır. Toplam 20 maddeden oluşan, Likert tipi bir ölçektir. Alt boyutları duygusal farkındalık, duygusal kolaylaştırma ve duygusal düzenlemedir. Etkili Vatandaşlık Yeterlikleri Ölçeği Halil İbrahim Sağlam tarafından geliştirilmiştir. 23 maddeden oluşan, beşli Likert tipi bir ölçektir. Veriler Pearson çarpım momentler korelasyonu, basit doğrusal regresyon ve çoklu doğrusal regresyonla analiz edilmiştir. Çalışmanın sonunda duygusal zekâ puanlarıyla etkili vatandaşlık yeterlikleri puanları arasında pozitif yönde anlamlı bir ilişki bulunmuştur ve katılımcıların duygusal zekâ puanlarının etkili vatandaşlık yeterlikleri puanlarını anlamlı biçimde yordadığı sonucuna ulaşılmıştır.

Kaynakça

  • Adeyi, M. O., & Onipede, A. A. (2018). Emotional intelligence and acculturatıon as predictors of secondary school students’commitment to civic participation in Ado local government area of Ekiti state. Social Science Education Journal (SOSCED-J), 2(2), 70-76.
  • Blockmans, S. & Russack, S. (Eds.) (2020). Deliberative Democracy in the EU: Countering Populism with Participation and Debate. Brussels: CEPS, Rowman & Littlefield International. Retrieved April 06, 2020 from https://www.ceps.eu/download/publication/?id=26605&pdf=Deliberative-Democracy_2CU_Vol3. pdf
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Chianese, G. (2018). Promoting students active citizenship: The project SPACE. Asian Journal of Contemporary Education, 2(1), 1-7.
  • Corcoran, R. P. & Tormey, R. (2012). How emotionally intelligent are pre-service teachers?. Teaching and Teacher Education, 28(5), 750-759.
  • Cote, S. & Miners, C. T. (2006). Emotional intelligence, cognitive intelligence, and job performance. Administrative science quarterly, 51(1), 1-28.
  • Çenkılıç, T. (2019). Öğretmen adaylarının etkili vatandaşlık yeterliklerinin incelenmesi. (Unpublished Master's Thesis), İnönü Üniversitesi Eğitim Bilimleri Enstitüsü, Malatya.
  • Day, A. L. & Carroll, S. A. (2004). Using an ability-based measure of emotional intelligence to predict individual performance, group performance, and group citizenship behaviours. Personality and Individual differences, 36(6), 1443-1458.
  • Değirmenci, Y. & Eskici, B. (2019). Öğretmen adaylarının etkin vatandaşlık algılarının incelenmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 11(18), 232-256.
  • Doong, S. S. (2003). Reconstructing political education in Taiwan: A study on perspectives of teacher educators and senior high school teachers of civic/citizenship education. (Unpublished Doctoral Dissertation). University of Minnesota.
  • Ekermans, G. (2009). Emotional intelligence across cultures: Theoretical and methodological considerations. In Assessing emotional intelligence (pp. 259-290). Springer, Boston, MA.
  • Faulks, K. (2006). Rethinking citizenship education in England: some lessons from contemporary social and political theory. Education, citizenship and social justice, 1(2), 123-140.
  • Gagen, E. A. (2015). Governing emotions: citizenship, neuroscience and the education of youth. Transactions of the Institute of British Geographers, 40(1), 140-152.
  • Galler, D. (2015). An exploration of how outstanding teachers use emotional intelligence to create positive classroom climates (Doctoral Dissertation), Rutgers University.
  • Goleman, D. (1997). Working with Emotional Intelligence (New York: Bantam, 1997).
  • Himes, B. (2019). An Investigation of the Relationships among Emotional Intelligence, Compassion, and Organizational Citizenship Behaviors (Unpublished Doctoral Dissertation). San Diego State University.
  • Karasar, N. (2000). Bilimsel Araştırma Yöntemi. Ankara. Nobel.
  • Kayıhan, Ş. N. & Arslan, S. (2016). Duygusal Zekâ Ölçeği: Bir Ölçek Uyarlama Çalışması. FSM İlmi Araştırmalar İnsan ve Toplum Bilimleri Dergisi, (7), 137-145.
  • Lee, H. & Kwak, Y. (2012). Development and initial validation of a trait emotional intelligence scale for Korean adults. Asia Pacific Education Review, 13(2), 209-217.
  • Mayer, J. D. & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp.3-34). New York, NY: Basic Books.
  • Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27, 267-298.
  • Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 396-420). New York: Cambridge University Press.
  • Meniado, J. C. (2021). Organizational Citizenship Behavior and Emotional Intelligence of EFL Teachers in Saudi Arabia: Implications to Teaching Performance and Institutional Effectiveness. Arab World English Journal (AWEJ), 11(4), 3-14.
  • Morris, C. (2010). Emotionally competent caregiving: Relations among teacher-child interaction patterns, teacher’s beliefs about emotions, and children’s emotional competence (Unpublished doctoral dissertation). George Mason University.
  • Pool, C. R. (1997). Up with emotional health. Educational leadership, 54(8), 12-14.
  • Sağlam, H. İ. (2011). Öğretmen adaylarının etkili vatandaşlık yeterlik düzeyleri. Kastamonu Eğitim Dergisi, 19(1), 39-50.
  • Salovey, P., Brackett, M. A., & Mayer, J. (2004). Emotional intelligence; Key readings in the Mayer and Salovey model. Port Chester, NY: Dude Press.
  • Turnipseed, D. L. & Vandewaa, E. A. (2012). Relationship between emotional intelligence and organizational citizenship behavior. Psychological reports, 110(3), 899-914.
  • Voronov, M. & Weber, K. (2016). The heart of institutions: Emotional competence and institutional actorhood. Academy of Management Review, 41(3), 456-478.
  • Yaghoubi, E., Mashinchi, S. A., & Hadi, A. (2011). An analysis of correlation between organizational citizenship behavior (OCB) and emotional intelligence (EI). Modern Applied Science, 5(2), 119-123.

Association between Emotional Intelligence and Effective Citizenship Proficiency of Preservice Primary Teachers

Yıl 2023, Cilt: 4 Sayı: 1, 72 - 86, 27.03.2023
https://doi.org/10.54637/ebad.1243048

Öz

Effects of emotional intelligence in educational environments are investigated with a growing amount of research. Emotional intelligence has positive impacts on many social skills regarding citizenship. The aim of this study is to investigate the association between emotional intelligence and effective citizenship proficiency for preservice primary teachers who are 4th graders in a faculty of education. A total of 63 preservice teachers, 42 females and 21 males, participated to the research. The relational screening model was used for the research. Emotional intelligence and effective citizenship proficiency scales were used as data collection tools. The Emotional Intelligence Scale is a 20-item, Likert-type scale developed by Hyuneung Lee and Yungjung Kwak. It includes the subdimensions of emotional recognition, emotional facilitation and emotional regulation. The Effective Citizenship Proficiency Scale is also a Likert-type scale with 23 items developed by Halil İbrahim Sağlam and consists of two sub dimensions of citizenship values and citizenship information skills. Data were analyzed by Pearson product-moment correlation, simple linear regression and multiple linear regression. The results of the research show that there is a significant positive correlation between emotional intelligence and effective citizenship scores and preservice teachers’ emotional intelligence scores significantly predict the effective citizenship proficiency variable.

Kaynakça

  • Adeyi, M. O., & Onipede, A. A. (2018). Emotional intelligence and acculturatıon as predictors of secondary school students’commitment to civic participation in Ado local government area of Ekiti state. Social Science Education Journal (SOSCED-J), 2(2), 70-76.
  • Blockmans, S. & Russack, S. (Eds.) (2020). Deliberative Democracy in the EU: Countering Populism with Participation and Debate. Brussels: CEPS, Rowman & Littlefield International. Retrieved April 06, 2020 from https://www.ceps.eu/download/publication/?id=26605&pdf=Deliberative-Democracy_2CU_Vol3. pdf
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Chianese, G. (2018). Promoting students active citizenship: The project SPACE. Asian Journal of Contemporary Education, 2(1), 1-7.
  • Corcoran, R. P. & Tormey, R. (2012). How emotionally intelligent are pre-service teachers?. Teaching and Teacher Education, 28(5), 750-759.
  • Cote, S. & Miners, C. T. (2006). Emotional intelligence, cognitive intelligence, and job performance. Administrative science quarterly, 51(1), 1-28.
  • Çenkılıç, T. (2019). Öğretmen adaylarının etkili vatandaşlık yeterliklerinin incelenmesi. (Unpublished Master's Thesis), İnönü Üniversitesi Eğitim Bilimleri Enstitüsü, Malatya.
  • Day, A. L. & Carroll, S. A. (2004). Using an ability-based measure of emotional intelligence to predict individual performance, group performance, and group citizenship behaviours. Personality and Individual differences, 36(6), 1443-1458.
  • Değirmenci, Y. & Eskici, B. (2019). Öğretmen adaylarının etkin vatandaşlık algılarının incelenmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi, 11(18), 232-256.
  • Doong, S. S. (2003). Reconstructing political education in Taiwan: A study on perspectives of teacher educators and senior high school teachers of civic/citizenship education. (Unpublished Doctoral Dissertation). University of Minnesota.
  • Ekermans, G. (2009). Emotional intelligence across cultures: Theoretical and methodological considerations. In Assessing emotional intelligence (pp. 259-290). Springer, Boston, MA.
  • Faulks, K. (2006). Rethinking citizenship education in England: some lessons from contemporary social and political theory. Education, citizenship and social justice, 1(2), 123-140.
  • Gagen, E. A. (2015). Governing emotions: citizenship, neuroscience and the education of youth. Transactions of the Institute of British Geographers, 40(1), 140-152.
  • Galler, D. (2015). An exploration of how outstanding teachers use emotional intelligence to create positive classroom climates (Doctoral Dissertation), Rutgers University.
  • Goleman, D. (1997). Working with Emotional Intelligence (New York: Bantam, 1997).
  • Himes, B. (2019). An Investigation of the Relationships among Emotional Intelligence, Compassion, and Organizational Citizenship Behaviors (Unpublished Doctoral Dissertation). San Diego State University.
  • Karasar, N. (2000). Bilimsel Araştırma Yöntemi. Ankara. Nobel.
  • Kayıhan, Ş. N. & Arslan, S. (2016). Duygusal Zekâ Ölçeği: Bir Ölçek Uyarlama Çalışması. FSM İlmi Araştırmalar İnsan ve Toplum Bilimleri Dergisi, (7), 137-145.
  • Lee, H. & Kwak, Y. (2012). Development and initial validation of a trait emotional intelligence scale for Korean adults. Asia Pacific Education Review, 13(2), 209-217.
  • Mayer, J. D. & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp.3-34). New York, NY: Basic Books.
  • Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27, 267-298.
  • Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 396-420). New York: Cambridge University Press.
  • Meniado, J. C. (2021). Organizational Citizenship Behavior and Emotional Intelligence of EFL Teachers in Saudi Arabia: Implications to Teaching Performance and Institutional Effectiveness. Arab World English Journal (AWEJ), 11(4), 3-14.
  • Morris, C. (2010). Emotionally competent caregiving: Relations among teacher-child interaction patterns, teacher’s beliefs about emotions, and children’s emotional competence (Unpublished doctoral dissertation). George Mason University.
  • Pool, C. R. (1997). Up with emotional health. Educational leadership, 54(8), 12-14.
  • Sağlam, H. İ. (2011). Öğretmen adaylarının etkili vatandaşlık yeterlik düzeyleri. Kastamonu Eğitim Dergisi, 19(1), 39-50.
  • Salovey, P., Brackett, M. A., & Mayer, J. (2004). Emotional intelligence; Key readings in the Mayer and Salovey model. Port Chester, NY: Dude Press.
  • Turnipseed, D. L. & Vandewaa, E. A. (2012). Relationship between emotional intelligence and organizational citizenship behavior. Psychological reports, 110(3), 899-914.
  • Voronov, M. & Weber, K. (2016). The heart of institutions: Emotional competence and institutional actorhood. Academy of Management Review, 41(3), 456-478.
  • Yaghoubi, E., Mashinchi, S. A., & Hadi, A. (2011). An analysis of correlation between organizational citizenship behavior (OCB) and emotional intelligence (EI). Modern Applied Science, 5(2), 119-123.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Aşkın Baydar 0000-0002-5795-8282

Yayımlanma Tarihi 27 Mart 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 4 Sayı: 1

Kaynak Göster

APA Baydar, A. (2023). Sınıf Öğretmeni Adaylarının Duygusal Zekâları ve Etkili Vatandaşlık Yeterlikleri Arasındaki İlişki. Eğitim Bilim Ve Araştırma Dergisi, 4(1), 72-86. https://doi.org/10.54637/ebad.1243048



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