ÖĞRETMENLERİN DUYGUSALZEKÂ YETERLİKLERİNİ SINIF YÖNETİMİ SÜRECİNDEKULLANMA DÜZEYLERİ:SAKARYA İLİ ÖRNEĞİ (The Level Of Teachers Use Of Emotional Intelligence In Classroom Management: The Case Of Sakarya)

Emotional Intelligence (EQ) is one of the new paradigms that affecteducation approaches most today.Emotional intelligence can be defined as a quality to express the exact emotional reactions in a suitable environment and in a proper time. It can also be defined as an ability to use emotions balancing individual and professional goals. As a matter of fact, emotional intelligence is a process that needs to be used heavily and effectively in classroom management which allows teachers to fulfil their professional goals in an emotion-bound environment. The purpose of this study is to determine the level of primary school teachers’ use of emotional intelligence qualities (EQ) in classroom management. To this end, an emotional intelligence questionnaire with five sub-dimensions, namely; self-consciousness, emotion management, emotion motivation, empathy and social skills has been used.The population of this study consists of 1531 teachers in 110 public primary schools in Adapazarı which are categorized as Type A, Type B and Type C schools under the 30th article in 2003/ 6651 legislation. Through stratified cluster sampling, 850 questionnaires were sent to teachers in Type A, Type B and Type C primary schools. 564 of the questionnaires (66,4%) were received back. Of the received questionnaires, 77 were ruled out on grounds that they weren’t filled out appropriately, and therefore 487 questionnaireswere used for data collection. The data obtained through the questionnaires were analyzed through frequency, percentage, mean, t-test and one way analysis of variance in SPSS. P< .05 significance level was used to test the results. Tukey b test was used to determine the source of significant difference in analysis of variance. The findings have been shown in tables. It can be concluded from the results that there are important shortcomings in teachers’ empathy qualities even though they their emotional intelligence quality is high. Moreover, married teachers have higher level of emotional intelligence, and professional experience has positive effects on emotional intelligence level in classroom management. KeyWords: Intelligence, Emotionalintelligence, Management, Classroommanagement