Views of Teachers on the Emotional Intelligence of School Principals

Semiha Şahin; Tuğçe Kaçar

Makale detayları

Views of Teachers on the Emotional Intelligence of School Principals

Yazarlar:

Semiha Şahin | Tuğçe Kaçar

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.780-797

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001322248

pISSN:

2687-1831

Anahtar kelimeler:

Özet:

 Emotional intelligence includes components of the emotion and relationship management, and motivating, understanding and expressing emotions, and it is thought that principals with high emotional intelligence who are responsible for the management of the school can manage the school better. The aim of this study, examining the views of teachers on the emotional intelligence of school principals, is to examine the emotional intelligence of school principals. In the study, in which qualitative research method was used, phenomenology technique, one of its models, was used. The sample group consisted of 13 teachers working in public and private schools in Buca, Karabağlar, Konak, Çiğli, Gaziemir, and Urla districts of Izmir province in the academic year 2021-2022. In the qualitative data collection process of the study, purposeful and maximum variation sampling methods were used. Content analysis was used to analyze the data collected with the Semi-structured Interview Form on Emotional Intelligence of School Principals used in the study. In content analysis, the participants views were associated with each other and analyzed under common themes, categories and codes and the findings were presented. The results of the study indicated that school principals evaluated themselves honestly, showed empathy, displayed behaviors to increase motivation, managed their emotions, and had effective relationship management skills. However, according to the views of some of the teachers, it was stated that school principals were inadequate in managing social relations, reflected their negative emotions, and showed a lack of understanding of teachers emotions. Accordingly, activities should be organized for school principals to use their emotional intelligence skills in school management by raising awareness through in-service training seminars in developing effective communication skills, reflecting their positive emotions and understanding teachers emotions and thoughts.

 Emotional intelligence includes components of the emotion and relationship management, and motivating, understanding and expressing emotions, and it is thought that principals with high emotional intelligence who are responsible for the management of the school can manage the school better. The aim of this study, examining the views of teachers on the emotional intelligence of school principals, is to examine the emotional intelligence of school principals. In the study, in which qualitative research method was used, phenomenology technique, one of its models, was used. The sample group consisted of 13 teachers working in public and private schools in Buca, Karabağlar, Konak, Çiğli, Gaziemir, and Urla districts of Izmir province in the academic year 2021-2022. In the qualitative data collection process of the study, purposeful and maximum variation sampling methods were used. Content analysis was used to analyze the data collected with the Semi-structured Interview Form on Emotional Intelligence of School Principals used in the study. In content analysis, the participants views were associated with each other and analyzed under common themes, categories and codes and the findings were presented. The results of the study indicated that school principals evaluated themselves honestly, showed empathy, displayed behaviors to increase motivation, managed their emotions, and had effective relationship management skills. However, according to the views of some of the teachers, it was stated that school principals were inadequate in managing social relations, reflected their negative emotions, and showed a lack of understanding of teachers emotions. Accordingly, activities should be organized for school principals to use their emotional intelligence skills in school management by raising awareness through in-service training seminars in developing effective communication skills, reflecting their positive emotions and understanding teachers emotions and thoughts.

 Emotional intelligence includes components of the emotion and relationship management, and motivating, understanding and expressing emotions, and it is thought that principals with high emotional intelligence who are responsible for the management of the school can manage the school better. The aim of this study, examining the views of teachers on the emotional intelligence of school principals, is to examine the emotional intelligence of school principals. In the study, in which qualitative research method was used, phenomenology technique, one of its models, was used. The sample group consisted of 13 teachers working in public and private schools in Buca, Karabağlar, Konak, Çiğli, Gaziemir, and Urla districts of Izmir province in the academic year 2021-2022. In the qualitative data collection process of the study, purposeful and maximum variation sampling methods were used. Content analysis was used to analyze the data collected with the Semi-structured Interview Form on Emotional Intelligence of School Principals used in the study. In content analysis, the participants views were associated with each other and analyzed under common themes, categories and codes and the findings were presented. The results of the study indicated that school principals evaluated themselves honestly, showed empathy, displayed behaviors to increase motivation, managed their emotions, and had effective relationship management skills. However, according to the views of some of the teachers, it was stated that school principals were inadequate in managing social relations, reflected their negative emotions, and showed a lack of understanding of teachers emotions. Accordingly, activities should be organized for school principals to use their emotional intelligence skills in school management by raising awareness through in-service training seminars in developing effective communication skills, reflecting their positive emotions and understanding teachers emotions and thoughts.

 Duyguların ve ilişkilerin yönetimi, duyguları güdüleme, anlama ve ifade edebilme bileşenlerini içeren duygusal zekânın, okulun yönetiminden sorumlu yüksek duygusal zekâya sahip olan müdürlerin okulu daha iyi yönetebilecekleri düşünülmektedir. Okul müdürlerinin duygusal zekâsına ilişkin öğretmenlerin görüşlerinin ele alındığı bu araştırmada okul müdürlerinin duygusal zekâsının incelenmesi amaçlanmıştır. Nitel araştırma yöntemin kullanıldığı araştırmada, modellerinden biri olan olgu bilim fenomenoloji tekniği kullanılmıştır. Araştırma çalışma grubunu 2021-2022 öğretim yılı İzmir ilinin Buca, Karabağlar, Konak, Çiğli, Gaziemir ve Urla ilçelerinde devlet ve özel okullarda görev yapmakta olan 13 öğretmen oluşturmuştur. Çalışmanın nitel veri toplama sürecinde amaçlı ve maksimum çeşitlilik örneklem yöntemi kullanılmıştır. Araştırmada kullanılan Okul Müdürlerinin Duygusal Zekâsı Yarı Yapılandırılmış Görüşme Formu ile toplanan verilerin analizinde içerik analizi kullanılmıştır. İçerik analizinde katılımcıların görüşleri birbiriyle ilişkilendirilerek ortak tema, kategori ve kodlar altında analiz edilerek bulgular sunulmuştur. Araştırmadan elde edilen sonuçlara göre okul müdürleri kendilerini dürüst bir şekilde değerlendiren, empati gösteren, motivasyon artırmaya yönelik davranışlar gösteren, duygularını yönetebilen, etkili ilişki yönetim becerilerine sahip oldukları belirtilmiştir. Ancak öğretmenlerden bazılarının görüşlerine göre okul müdürlerinin sosyal ilişkileri yönetmede yetersiz kaldıkları, olumsuz duygularını yansıttıkları, öğretmenlerin duygularını anlamada eksiklik gösterdikleri ifade edilmiştir. Buna istinaden okul müdürlerinin etkili iletişim becerilerini geliştirebilme, olumlu duygularını yansıtabilme ve öğretmenlerin duygu ve düşüncelerini anlama noktasında hizmet içi eğitim seminerleriyle farkındalık kazandırılarak duygusal zekâ becerilerini okul yönetiminde kullanmalarına ilişkin etkinlikler düzenlenmelidir.

Makale detayları

Views of Teachers on the Emotional Intelligence of School Principals

Yazarlar:

Semiha Şahin | Tuğçe Kaçar

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.780-797

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001322248

pISSN:

2687-1831

Emotional

Emotional intelligence

Teacher

School principalDuygu

Duygusal zeka

Öğretmen

Okul müdürü

Sayı

Makale detayları

Yazarlar: Semiha Şahin | Tuğçe Kaçar

Yayıncı: Necmettin Erbakan University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.780-797

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001322248

pISSN: 2687-1831

Sayı

Yazarlar:

Semiha Şahin | Tuğçe Kaçar

Yayıncı:

Necmettin Erbakan University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 2, pp.780-797

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001322248

pISSN:

2687-1831