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dc.contributor.authorYıldızbaş, Füsunen_US
dc.date.accessioned2019-07-24T08:54:57Z
dc.date.available2019-07-24T08:54:57Z
dc.date.issued2017en_US
dc.identifier.citationYildizbas, F. (2017). The Relationship between Teacher Candidates' Emotional Intelligence Level, Leadership Styles and Their Academic Success. Eurasian Journal of Educational Research(67), 215-231. doi:10.14689/ejer.2017.67.13en_US
dc.identifier.issn1302-597X
dc.identifier.issn2528-8911
dc.identifier.urihttps://hdl.handle.net/20.500.12294/1590
dc.identifier.urihttps://dx.doi.org/10.14689/ejer.2017.67.13
dc.descriptionYıldızbaş, Füsun (Arel Author)en_US
dc.description.abstractPurpose: The personal characteristics as well as professional competencies of teachers are important in the formation of changes in student behaviors. This article examines the relation between emotional intelligence level, teacher leadership style and academic success of teacher candidates who are studying in a Pedagogical Teacher Education Program. Research Methods: A descriptive survey model is used in this study. The research group consisted of 80 teacher candidates determined by a random sampling method among teacher candidates who studying in a pedagogical teacher education program in a private University. The data collection tool of the study was a survey form which included questions demographic information and used to determine "Emotional Intelligence Scale" (EIS) and "Teacher Leadership Styles Scale. In the analysis of data acquired from the study; variance analysis, correlation analysis and regression analysis are used. Findings: The findings suggested that there is a positive, medium-level significant relation between optimism sub-dimension of emotional intelligence and teacher leadership styles; a negative, medium-level significant relation in expression of emotions, no statistically significant relation between the Utilisation of Emotions, Emotional Intelligence total points and teacher leadership styles. Furthermore, no statistically significant relation is found between EIS points, teacher leadership styles and the academic success of teacher candidates. Implications for Research and Practice: The pedagogical teacher education process of developing teacher candidates' personality traits to assist them in serving as role models to students, in addition to gaining professional competencies during pre-service education, will be analysed and recorded in accordance with the study's results.en_US
dc.language.isoengen_US
dc.publisherAnı Yayıncılıken_US
dc.relation.ispartofEurasian Journal of Educational Researchen_US
dc.identifier.doi10.14689/ejer.2017.67.13en_US
dc.identifier.doi10.14689/ejer.2017.67.13
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectPedagogic Formationen_US
dc.subjectIndividual Qualificationsen_US
dc.subjectBehaviours of Teacheren_US
dc.subjectTeacher-Student Communicationen_US
dc.titleThe Relationship between Teacher Candidates' Emotional Intelligence Level, Leadership Styles and Their Academic Successen_US
dc.typearticleen_US
dc.departmentSağlık Bilimleri Yüksekokulu, Çocuk Gelişimi Bölümüen_US
dc.identifier.issue67en_US
dc.identifier.startpage215en_US
dc.identifier.endpage231en_US
dc.relation.publicationcategoryGazete Makalesi - Ulusalen_US
dc.institutionauthorYıldızbaş, Füsunen_US


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