Özet:

The aim of this study is to study the relationship between body education and the emotional intelligence levels of the candidates for sports teachers and academic self-capacity. The universe of research is formed by candidates for body education and sports teachers who study at Sakarya University of Applied Sciences and the Faculty of Sports Sciences of the University of Bartın. The sample of the study consists of a total of 304 body training and sports teachers candidates, including 78 women and 226 men, who were easily selected by the sample method among these teachers candidates. The research data, developed by Schutte and others, (1998) and Austin and others. The Turkish adaptation was revised by (2004) by Tatar, Tok and Saltukoğlu (2011) by the "Sensational Intelligence Scale"; the Turkish adaptation developed by Jerusalem and Schwarzer (1981) by Yılmaz, Gürçay and Ekici (2007) by the "Academic Qualification" scale and the "Personal Information Form" created by the researchers. In statistical analysis of data, visual statistics, independent groups t-test, one-way variance analysis (ANOVA) and pearson correlation analysis were applied. The data is evaluated using the SPSS package program. According to the research findings, the emotional intelligence scores of body training and sports teacher candidates; the organization of optimism/spiritual status in the gender comparison, the use of emotions, the evaluation of emotions and the emotional intelligence total scores; the comparison of emotions according to class level, statistically significant differences in the lower dimension of the use of emotions. There are also positive relationships between optimism/spiritual arrangement, the assessment of emotions and the overall score of emotional intelligence and the academic success score. The academic self-sufficiency scores of body training and sports teacher candidates, compared by gender and class levels, have not shown statistically significant differences. On the other hand, a meaningful relationship between academic self-qualification and academic success has been found in a positive direction. Finally, positive relationships between the organization of optimism/spirit, the use of emotions, the evaluation of emotions and the overall score of emotional intelligence and the academic self-capacity points have been identified. As a result; body training and sports teacher candidates will be found to increase their levels of academic self-capacity as their levels of emotional intelligence increase. This situation shows that the emotional intelligence of body education and sports teachers is an important variable for academic self-capacity. In other words, if high academic self-quality is required from body education and sports teacher candidates, their levels of emotional intelligence need to be increased.