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Araştırmada öğretmen adaylarının duygusal zeka ve mesleğe yönelik kaygı düzeylerinin çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Araştırmada betimsel tarama modeli içerisinde yer alan ilişkisel tarama yönteminden yararlanılmıştır. Araştırmanın örneklemini 2017-2018 eğitim-öğretim yılı bahar döneminde Ankara’da bulunan bir devlet üniversitesinin Matematik ve Fen Bilimleri Eğitimi bölümünde öğrenim gören 80 öğretmen adayı oluşturmaktadır. Veri toplama aracı olarak; Kişisel Bilgi Formu”, “Duygusal Zeka Ölçeği” ve “Öğretmenlik Mesleğine Yönelik Kaygı Ölçeği”’nden yararlanılmıştır. Araştırmada verilerin analizi betimsel istatistik, tek yönlü varyans analizi (ANOVA), Tukey HSD testi ve korelasyon analizi aracılığıyla çözümlenmiştir. Araştırma sonucunda öğretmen adaylarının duygusal zeka ve mesleğe yönelik kaygılarının orta düzeyde olduğu ve birbirleri ile ilişkili ifadeler oldukları elde edilmiştir. Öğretmen adaylarının duygusal zeka düzeyleri çeşitli değişkenler açısından ele alındığında, istatistiksel sonuçlarda anlamlı bir fark gözlemlenmemiştir. Öğretmen adaylarının kaygı düzeylerinin ise sadece okumakta oldukları anabilim dallarına ve yaşadıkları yere bağlı olduğu ortaya çıkmıştır.
The study aims to examine the levels of emotional intelligence and worries towards the profession of teachers from a variety of variables. The research has taken advantage of the relative scanning method within the visual scanning model. The sample of the study is made up of 80 teachers candidates who studied in the Mathematics and Science Education Department of a state university located in Ankara during the spring period of the 2017-2018 educational-educational year. As a data collection tool; Personal Information Form, "Emotional Intelligence Scale" and "Emotional Intelligence Scale" are used. The analysis of data in the study was analyzed through visual statistics, one-way variance analysis (ANOVA), Tukey HSD test and correlation analysis. The research finds that the teacher candidates’ emotional intelligence and occupational concerns are at a medium level and are related to each other expressions. When the emotional intelligence levels of the teacher candidates are addressed in terms of various variables, no significant difference has been observed in statistical results. The level of concern of the teachers candidates has been revealed that it depends only on the fields of maternity in which they are reading and where they live.
In the study, the aim is to examine pre-service teachers’ emotional intelligence and profession-related anxiety levels according to various variables. Correlational survey method which is part of the descriptive survey model was used in the study. Sampling of the study consists of 80 pre-service teachers enrolled at the Department of Mathematics and Science Education at a state university in Ankara during the Spring semester of 2017-2018 academic year. “Personal Information Form,” Emotional Intelligence Scale,” and “Anxiety Scale for Teaching as a Profession” were used as data gathering tools. Data of the study were analyzed through descriptive statistics, one-way analysis of variance (ANOVA), Tukey HSD test, and correlation analysis. At the end of the study, it was obtained that pre-service teachers’ emotional intelligence and profession-related anxiety levels were at an intermediate level, and that there were related expressions. When emotional levels of pre-service teachers were examined through various variables, no statistically meaningful difference was observed. It was also revealed that their anxiety levels were related only to the departments they enrolled at and the place they live in.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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