Abstract:

The purpose of this study is to determine the relationship between classroom teachers' emotional intelligence levels and their behaviors to support learner autonomy. In line with this purpose, the relationship between classroom teachers' emotional intelligence levels and their behaviors supporting learner autonomy was investigated by determining their emotional intelligence levels and their perceptions of supporting learner autonomy. The research was carried out with the relational screening model. 400 classroom teachers from official public primary schools in Erzincan city center and central towns participated in the study in the 2018-2019 academic year. The data were collected using the "Personal Information Form", "Behavior Supporting Learner Autonomy Scale" and "Emotional Intelligence Scale". The statistical analysis of the study was made with the SPSS-15 package program, and in the analysis of the data, percentage, frequency, arithmetic mean, standard deviation, Mann Whitney U-Test, Kruskal Wallis H Test and Spearman Rho correlation analyzes were used. According to the results obtained in the study, it was observed that the emotional intelligence levels of the classroom teachers, their perceptions about the necessity of behaviors to support learner autonomy and the level of exhibiting this behavior were high. As a result of these results, it was suggested that classroom teachers plan the learning process with activities that improve emotional intelligence, support students' autonomy in education and training processes, and include students in autonomy processes in line with their skills.

Keywords: