E-ISSN:2342-0251

Examination of Emotional Intelligence Properties of Pre-Service Turkish Course Teachers in Terms of Reading Routines


Intelligence can generally be defined as an innate, versatile ability with inherited characteristics, capacity, and potential power. The concept of emotional intelligence was previously used in toy boxes and cartoon designs in order to develop the emotional intelligence skills of children in the preschool age group, in the course of time, it was applied at various stages of education, including the university, and took place in the curriculum. The aim of this study is to determine what level the relationship between emotional intelligence and reading routines of pre-service Turkish course teachers. So, relationships between gender, grade level, reading books routine, education level of parents and academic achievements of pre-service teachers and their emotional intelligence were analyzed. The study was carried out in the design of correlational survey model with the data obtained from 197 people as 141 female and 56 male pre-service course teachers selected by random sampling method who get education at a university in Middle Anatolia in 2017-2018 semester. According to the results of the study, it was determined that students’ emotional intelligence properties did not differentiate in terms of gender, grade level, parents’ education level and reading books, but it was differentiate in terms of academic achievement. It was found that emotiıonal intelligence means of female students was higher than male students. For growing up people developed in terms of emotional intelligence, we should enhance people to make positive relationship with their family and environment. We should enhance them to use their body language effectivelty, we should create environments that they can enter empatic relationships with others.


Keywords


Emotional Intelligence, pre-service Turkish course teachers, reading routine

Author : S. Nilay IŞIKSALAN
Number of pages: 313-323
DOI: http://dx.doi.org/10.29228/ijla.45971
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International Journal of Language Academy
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