Abstract:

In our country, in the process of transition to teaching, individuals only pass through the numerical and verbal fields to university and become teachers according to these fields. However, teachers who have different fields of intelligence begin to work in the same environments after receiving the same training. Teachers who show different areas of intelligence prefer to do different practices while using these areas during the course of lessons or to do the activities found in the guidelines while not aware of their own areas of intelligence. They do not prefer to do some activities that do not fit their own fields of intelligence or add new and different activities that fit their own fields of intelligence. This study examined the relationship between teachers’ multiple fields of intelligence and problem-solving skills. In the study, the method of research was used. There were 41 teachers who participated in the study. The study used Multiple Intelligence Reserve and Problem Solving Skills Reserve as a data collection tool. According to the findings obtained, it has been revealed that, in particular, the teachers have a relationship between the internal intelligence field and the problem-solving skills. This field of intelligence has found a positive relationship with the subdimensions of "confidence in the ability to solve problems", "evasion of approach" and "personal control".

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