Okul Öncesi Öğretmenlerinin Duygusal Zekâ Düzeyleri ile Problem Çözme Becerileri İlişkisi
The Relationship between Emotional Intelligence Levels and Problem Solving Skills of Preschool Teachers

Summary/Abstract: The aim of this study is to investigate the relationship between emotional intelligence levels and problem-solving skills of pre-school teachers. The secondary aim of this study is to examine the emotional intelligence levels and problem-solving skills of pre-school teachers in terms of various variables. Study; Emotional Intelligence Inventory and Interpersonal Problem-Solving Scale were used. The data obtained from the scales were analyzed by SPSS program. Kolmogorov-smirnov normality test, t-test for independent samples Mann-Whitney U test one-way analysis of variance (Anova), Kruskal Wallis-H test and simple correlation analysis were performed. In the results of working; It was concluded that preschool teachers had a low average score in terms of emotional intelligence. When it is thought that emotional intelligence can be developed over time, it is necessary to provide preschool teachers with in-service training on this subject; It was assumed that preschool teachers who develop emotional intelligence can be provided to preschool children to provide education to develop emotional intelligence. Another result was found to be a positive and significant relationship between emotional intelligence and problem solving, albeit low. Considering that there is a certain proportion of emotional intelligence in increasing the success in problem solving, it is assumed that the inclusion of emotional intelligence in educational processes will have positive results in problem solving.

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