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Araştırmanın amacı, sınıf öğretmenlerinin duygusal zekâ, psikolojik iyi olma ve okul iklimine yönelik algıları arasındaki ilişkiyi incelemektir. Araştırma ilişkisel tarama modeli ile gerçekleştirilmiştir. Araştırmanın örneklemi, Manisa ili Sarıgöl ilçesinde görev yapan 87 sınıf öğretmeninden oluşmaktadır. İlçede görev yapan bütün öğretmenlere ulaşılmış ve 87 öğretmenden veriler toplanmıştır. Araştırma 2018-2019 Eğitim-Öğretim yılında gerçekleştirilmiştir. Veriler “Bar-On Duygusal Zekâ Ölçeği”, “Psikolojik İyi Olma Ölçeği” (PİOÖ) ve “Örgüt İklimi Betimleme Anketi” ile toplanmıştır. Verilerin çözümlenmesi amacıyla SPSS 23.0 programı kullanılmıştır. Öncelikle normallik varsayımlarına bakılarak duygusal zekâ puanlarının normal dağılmadığı, psikolojik iyi olma ve okul iklimi puanlarının normal dağıldığı belirlenmiştir. Verilerin analizinde, parametrik testlerden bağımsız örneklem t testi, ANOVA ile non-parametrik testlerden Mann-Whitney U Testi, Kruskal-Wallis testi kullanılmıştır. Ayrıca değişkenler arasındaki ilişkinin belirlenmesinde korelasyon analizi yapılmıştır. Verilerin analizi sonucunda, sınıf öğretmenlerinin demografik özellikleri açısından duygusal zekâ puanlarının yaşlarına göre anlamlı farklılık gösterdiği, ancak cinsiyet, okuldaki çalışma yılı ve meslekteki kıdeme göre anlamlı farklılık göstermediği sonucuna ulaşılmıştır. Psikolojik iyi olma puanlarının cinsiyet, yaş, kıdem, okuldaki çalışma yılı açısından farklılık göstermediği ortaya konulmuştur. Okul iklimine yönelik algılarında ise demografik değişkenlere göre anlamlı farklılığa rastlanmamıştır. Araştırmanın sonucunda, psikolojik iyi olma ile duygusal zekâ arasında ilişki olduğu, okul iklimine yönelik algı ile diğer değişkenler arasında ilişki olmadığı görülmüştür.
The purpose of the study is to explore the relationship between class teachers’ emotional intelligence, psychological well-being and perceptions of the school climate. The research was carried out with a relative scan model. The study’s sample consists of 87 class teachers working in Manisa or Sarıgöl district. All of the teachers in the district have been reached and data from 87 teachers have been collected. The study was conducted in the 2018-2019 educational year. The data was collected with the "Bar-On Emotional Intelligence Scale", "Psychological Wellbeing Scale" (PIO) and "Organization Climate Imaging Survey". SPSS 23.0 is used for the purpose of data processing. First of all, considering the normality assumptions, it has been determined that the emotional intelligence points are not normally dispersed, the psychological well-being and the school climate points are normally dispersed. In the analysis of the data, the sampling t test independent of the parametric tests, the Mann-Whitney U test from the non-parametric tests with ANOVA, the Kruskal-Wallis test was used. Correlation analysis was also conducted to determine the relationship between the variables. The analysis of the data concluded that classmates’ demographic characteristics showed significant differences in their emotional intelligence scores according to their age, but that gender does not show significant differences according to the year of work in the school and the age in the profession. It is found that the psychological well-being scores do not differ in terms of gender, age, age, school year of work. There is no significant difference in school climate perceptions according to demographic variables. The study found that there was a relationship between psychological well-being and emotional intelligence, there was no relationship between the perception of the school climate and other variables.
The aim of the research is to examine the relationship between the teachers' perceptions of emotional intelligence, psychological well-being and school climate. The research was carried out with relational survey model. The sample of the study consists of 87 classroom teachers working in the province of Manisa, Sarıgöl. All teachers working in the district were reached and data were collected from 87 teachers. The research was carried out in the 2018-2019 academic year. The data were collected with "Bar-On Emotional Intelligence Scale", "Psychological Well-Being Scale" (PIQ) and "Organizational Climate Description Survey". SPSS 23.0 program was used to analyze the data. First of all, it was determined by looking at the assumptions of normality that emotional intelligence scores were not distributed normally, and psychological well-being and school climate scores were normally distributed. In the analysis of the data, sample t test independent from parametric tests, Mann-Whitney U Test, Kruskal-Wallis test from ANOVA and non-parametric tests were used. As a result of the analysis of the data, it was concluded that emotional intelligence scores differ significantly in terms of demographic characteristics of classroom teachers according to their ages, but not in terms of gender, year of work at school and seniority in the profession. It has been demonstrated that psychological well-being scores do not differ in terms of gender, age, seniority, and school year. No significant difference was found in their perceptions of school climate according to demographic variables As a result of the research, it has been observed that there is a relationship between psychological well-being and emotional intelligence, there is no relationship between perception of school climate and other variables.
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