Abstract:

Extensive literature has shown that teachers play a very important role in student achievement. Therefore, the relationships, beliefs and behaviors of teachers in intra-school processes can affect teaching practices. In this study, it was aimed to reveal the relationship between teachers' emotional intelligence levels and their perception of organizational loneliness. The study using relational survey design is a cross-sectional research. The study, which used the convenience sampling type, was conducted on 360 teachers working in the Central and Safranbolu districts of Karabuk province. Research data were collected with the help of "Loneliness in Work Life Scale" and "Emotional Intelligence Trait Scale" measurement tools. As a result, it was determined that teachers' organizational loneliness perceptions were low in the total scale, emotional deprivation and social friendship dimensions. Emotional intelligence levels of the teachers were found to be above the medium level in total with the dimensions of subjective well-being, self-control, emotionality and sociability. However, it has been observed that there is a moderately negative relationship between teachers' organizational loneliness and emotional intelligence levels. It has been found that the dimensions of emotional deprivation and social friendship of teachers' organizational loneliness have negative low-level relationships with the subjective dimensions of well-being, self-control, sensuality and sociality of both emotional intelligence and emotional intelligence. Finally, to determine the effect of emotional intelligence on organizational loneliness of teachers of Applied structural equation modeling path analysis results showed acceptable fit of the model, and this effect has the negative middle level. Depending on these results, various recommendations have been made to both researchers and practitioners.

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