The examination of relationships between emotional intelligence levels and creativity levels of pre-service teachers in the teaching-learning process and environments

Abstract

The aim of this study is to examine the relationship between emotional intelligence levels and creativity levels of pre-service teachers in the process of constructing educational system in Turkey. In the study, mixed methods which include qualitative and quantitative data were used. The study was done in 2011-2012 academic year with the participation of the students of Muğla University, Faculty of Education, Departments of Elementary Science Teaching, Elementary School Teaching, Pre-School Teaching, Elementary Social Sciences Teaching, Turkish Language Teaching and English Language Teaching. The questionnaire which was adapted to Turkish language by Tatar et al. (2011) "Emotional Intelligence Questionnaire" was used to determine the pre-service teachers' emotional intelligence levels. Additionally, the questionnaire which was adapted to Turkish language by Aksoy (2004) "How Creative Are You?" was used to determine the pre-service teachers' creativity levels. And "Personal Data Form" was used to collect personal data of the pre-service teachers. For the collection of qualitative data, semi-structured interview form prepared by the researchers, and "Personal Data Form" were used to. In order to analyze the quantitative data, "t test" and one-way anova were used. Both critical and interpretive analysis techniques were applied together in the analysis of the qualitative data. According to results of the study, it was determined that emotional intelligence levels of pre-service teachers vary significantly based on gender; yet, no significant difference based on grade level and department was observed. Additionally, it was determined that creativity levels of pre-service teachers vary significantly depending on department, but no significant difference is observed based on gender and grade level. And finally, it was determined that there was positive and significant relationship at a low level between emotional intelligence levels and creativity levels of pre-service teachers.

Relationships between teachers creativity fostering behaviors and their self-efficacy beliefs

“…In this context, it is believed that investigating the studies that focus on teacher candidates' creativity will be beneficial. Literature presents studies that both point to (İsleyen and Kucuk, 2013;Duman et al, 2014) and insignificant differences (Emir et al, 2004;Gorgen and Karacelik, 2009) in the creativity levels of teacher candidates based on departments they attend. Different results were obtained in studies that focus on teacher candidates' creativity levels based on gender.…”

“…Different results were obtained in studies that focus on teacher candidates' creativity levels based on gender. Duman et al (2014) and İsleyen and Kucuk (2013) found that creativity levels of teacher candidates did not show meaningful differences according to gender whereas Gok and Erdogan (2011) determined that creativity of female teacher candidates were higher. In their research that examined the studies on creativity in national educational programs, Summak and Aydın (2011) found that gender does not have a significant effect on teacher candidates' creativity levels in general.…”

How can Creativity be Enhanced through Personality Traits and Emotional Intelligence Towards Muslim Employees?

“…Numerous past research studies have extensively utilized the effect model to explore how emotional intelligence, personality traits and employee creativity are interconnected (Duman et al, 2014;Ezzi et al, 2016;Mobbs, 2020;Nawi et al, 2018;Zulkifli et al, 2020). However there has been limited focus, on measuring personality traits as mediators between intelligence and creativity.…”

Examining the Relationship between Emotional Intelligence, Achievement Motivation, and Self-Efficacy among Pre-Service Teachers in Türkiye

“…The literature reported different findings indicating that the EI concept may change from culture to culture. For instance, while Duman et al [20] found gender differences in EI among pre-service teachers in Turkiye, with females scoring higher than males, Dimitriu et al [19] reported no significant differences in EI levels based on gender, age, or specialty among their Romanian participants. Such inconsistencies showed the complexity of EI as a construct and its potential predisposition or resistance to demographic variables.…”

“…Investigating the relationship between EI and demographic characteristics helps us to understand how individual and socio-cultural factors influence one to manage emotions, empathize with others, and navigate social difficulties. Studies across different cultures and countries [17][18][19][20][21] emphasized the importance of examining the relationship between EI and demographic variables (i.e., gender, income, education level). The literature reported different findings indicating that the EI concept may change from culture to culture.…”