Research Article
The Analysing of the Emotional Intelligence Scores of the Special Education Teacher Candidates for the Predictor of Multiple Intelligences Areas

Tugba Pursun , Erkan Efilti


APA 6th edition
Pursun, T., & Efilti, E. (2019). The Analysing of the Emotional Intelligence Scores of the Special Education Teacher Candidates for the Predictor of Multiple Intelligences Areas. European Journal of Educational Research, 8(2), 409-420. doi:10.12973/eu-jer.8.2.409

Harvard
Pursun T., and Efilti E. 2019 'The Analysing of the Emotional Intelligence Scores of the Special Education Teacher Candidates for the Predictor of Multiple Intelligences Areas', European Journal of Educational Research , vol. 8, no. 2, pp. 409-420. Available from: https://dx.doi.org/10.12973/eu-jer.8.2.409

Chicago 16th edition
Pursun, Tugba and Efilti, Erkan . "The Analysing of the Emotional Intelligence Scores of the Special Education Teacher Candidates for the Predictor of Multiple Intelligences Areas". (2019)European Journal of Educational Research 8, no. 2(2019): 409-420. doi:10.12973/eu-jer.8.2.409

Abstract

This study aims to analyse the emotional intelligence scores of the special education teacher candidates for the predictor of multiple intelligences areas. This study was conducted through relational scanning model. 211 teacher candidates, 106 females and 105 males, participated in the study. Data were collected through Personal Information Form, Teele Multiple Intelligence Inventory and Schutte Emotional Intelligence Scale. Logistic regression analysis was used to find whether the gender and grade level variables, and optimism, utilization of emotions and the scores of emotion evaluation are statistically significant in defining predominant intelligence areas or not. SPSS 24.0 was used in the data analysis process. The results revealed that while the gender variable and optimism scores are significant variables predicting the determination of individuals in which predominant intelligence is both interpersonal and not, optimism and evaluation of emotions scores are significant variables predicting the determination of individuals whose predominant intelligence is both visual and not. However, the results suggested that demographic variables (gender and grade level) and emotional intelligence scores did not affect kinesthetic, musical, intrapersonal, logical and verbal intelligence areas which were found as the predominant intelligence areas of teachers.

Keywords: Multiple intelligence, emotional intelligence, teacher candidates, special education


References

Ada, S. (2009). Beden egitimi ogretmenlerinin duygusal zeka duzeyleri ve yetkinliklerinin belirlenmesi [Determination of emotional intelligence levels and competencies of physical education teachers] (Unpublished master’s thesis). Yeditepe University, Istanbul, Turkey.

Aksu, O., Aktas, M., Gokmen, A., Ekici, G., & Gulay-Ogelman, H. (2012). Okuloncesi ogretmen adaylarinin coklu zeka alanlarinin farkli degiskenlere gore degerlendirilmesi [Evaluation of pre-school pre-service teachers’ multiple intelligences according to different variables]. Bayburt Egitim Fakültesi Dergisi [Bayburt University Faculty of Education], 7(2), 20-38.

Armstrong, T. (2003). The multiple intelligences of reading and writing making the words come alive. Alexandria, VA: ASCD.

Aslan, S. (2009). Duygusal zeka ve donusumcu, etkilesimci liderlik [Emotional intelligence and transformational, interactive leadership]. Ankara, Turkey: Nobel.

Ayaydin, A. (2015). Coklu zeka tabanli gorsel sanatlar egitimi [Multiple intelligences-based visual arts education]. Ankara, Turkey: Nobel.

Baba, H. (2012). Beden egitimi ve spor yuksekokulundaki ogrencilerin kinestetik ve duygusal zekalarinin, ı̇c-dis kontrol odaklarinin akademik basarilarina etkisi [The effect of the kinesthetic and the emotional intelligence, interior-exterior control center of the students in physical education and sport academy to their academic achivement] (Unpublished master’s thesis). Gazi University, Ankara, Turkey.

Balci, I. (2001). Ilkogretim okulu yoneticilerinin duygusal zeka becerilerini kullanabilme duzeyleri konusunda yoneticilerin ve ogretmenlerin gorusleri [Elemantary school administrators and teachers opinions about the level of elemantary school administrators skills in using their emotional quotient] (Unpublished master’s thesis). Hacettepe University, Ankara, Turkey.

Bar-On, R. (2000). Emotional and social intelligence: Insight from the emotional quotient inventory. In R. Bar-On & J.D.A. Parker (Eds.), The handbook of emotional intelligence. San Francisco, CA: Jossy-Bass.

Bar-On, R. (2006). The bar-on model of emotional-social intelligence (ESI). Psicothema, 18(Supl.), 13-25.

Basaran, B. I. (2004). Etkı̇lı̇ ogrenme ve coklu zeka kurami: Bı̇r ı̇nceleme [Effective learning and multiple intelligence theory: A review]. Ege Journal of Education, 5(1), 7-15.

Baum, S., Viens, J., & Slatin, B. (2005). Multiple intelligences in the elemantary classroom a teacher's toolkit. New York, NY: Teachers College Press.

Bay, G. K. S., & Lim, M.K. (2006). Correlations of multiple intelligences and emotional intelligence: A closer analysis of theoretical assumptions. The Korean Journal of Thinking & Problem Solving, 16(1), 53- 64.

Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S., & Demirel, F. (2015).  Bilimsel arastirma yontemleri [Scientific research methods]. Ankara, Turkey: Pegem Akademi.

Calisandemir, F. (2010). Anasinifi cocuklarinin coklu zeka alanlarinin gelisimine deney yontemiyle verilen egitimin etkisinin incelenmesi [A study on affects of education with experimental method on multiple intelligences areas of preschool children] (Unpublished doctoral dissertation). Hacettepe University, Ankara, Turkey.

Cinkilic, I., & Soyer, F. (2013). Beden egitimi ogretmen adaylarinin coklu zeka alanlari ile problem cozme becerileri arasindaki iliskinin incelenmesi [An investigation the relation between multiple inteligence areas of pre-service physical education teacher and their problem solving skills]. Spor Yonetimi ve Bilgi Teknolojileri Dergisi, 8(1), 1306-4371.

Deveci, I., & Aydin, F. (2017). Fen bilimleri ogretmen adaylarinin coklu zeka alanlarinin girisimci ozellikleri yordama durumu [Multiple intelligence as a predictor of the entrepreneurial characteristics of prospective science teachers]. Inonu University Journal of the Faculty of Education, 18(3), 175-188.

Eren-Yavuz, K. (2004). Ogrenen ve gelisen egitimciler icin coklu zeka teorisi uygulama rehberi [Multiple intelligence theory application guide for learning and developing educators]. Ankara, Turkey: Ceceli.

Ergin, B., Kaynak, B., Pinarcik, O., & Arslan, E. (2013). Okul oncesı̇ ogretmen adaylarinin duygusal zekalari ve yasam doyumlari arasindakı̇ ı̇lı̇skı̇nı̇n ı̇ncelenmesı̇ [Evaluation of relationship between emotional intelligence and life satisfaction of pre-school teacher candidates]. Journal of Research in Education and Teaching, 2(2), 35-42.

Erginsoy, D. (2002). Duygusal zeka ve kisilerarasi ı̇liskiler tarzlari arasindaki ı̇liskinin ı̇ncelenmesi [Investigation of the relationship between emational intelligence and types of interpersonal relations] (Unpublished master’s thesis). Ataturk University, Erzurum, Turkey.

Eyyam, R., Menevis, I., & Dogruer, N. (2010, November). Coklu zeka ve akademik basari arasindaki iliski [The relationship between multiple intelligence and academic achievement]. Paper presented at the International Conference on New Trends in Education and Their Implications, Antalya, Turkey.

Ferrandiz, C., Ferrando, M., Bermejo, R., & Prieto, L. (2005, September). Emotional intelligence: An empirical work. Paper presented at the European Conference on Educational Research, University College Dublin.

Fleetham, M. (2006). Multiple intelligences in practice: Enhancing self-esteem and learning in the classroom. Cornwall, Great Britain: MPG Books.

Gardner, H. (2006). Coklu zeka yeni ufuklar [Multiple intelligence, new horizons] (A. Hekimoglu-Gul, Trans.). Istanbul, Turkey: Optimist. (Original work published 2006)

Goleman, D. (2000). Is basinda duygusal zeka [Emotional intelligence at work] (H. Balkara Trans.). Istanbul, Turkey: Varlik. (Original work published 1999)

Goleman, D. (2006). Social intelligence: The new science of human relationships. New York, NY: Bantam Books.

Goleman, D. (2012). Duygusal zeka neden IQ’dan daha onemlidir? [Why emotional intelligence is more important than IQ]. (B.S. Yuksel, trans.). Istanbul: Varlik. (Original work published 1996)

Gogebakan, D. (2003). How students’ multiple intelligences differ in terms of grade level and gender (Unpublished master’s thesis). Middle East Technic University, Ankara, Turkey.

Hoerr, T.R. (2000). Becoming a multiple intelligences school. Alexandria, VA: Association for Supervision and Curriculum Development.

Izard, C. E. (2001). Emotional intelligence or adaptive emotions. Emotions, 1(3), 249-257.

Karasar, N. (2013). Bilimsel arastirma yontemi [Scientific research method]. Ankara, Turkey: Nobel.

Kizil, S. (2014). Ogretmenlerı̇n duygusal azekalari ile orgutsel adanmisliklari arasindakı̇ iliski (Balikesir ili ornegi) [The relationship between teacher's emotional intelligence and organizational commitment (A case study in Balikesı̇r)] (Unpublished master’s thesis). Okan University, Istanbul, Turkey.

Kocayoruk, A. (2004). Duygusal zeka egitiminde drama etkinlikleri [Drama activities in emotional intelligence education]. Ankara, Turkey: Nobel.

Kozagac, B. Z. (2015). Matematik bolumu ogretmen adaylarinin coklu zeka alanlarinin belirlenmesi ve sosyal becerileri ile ogretmenlik meslegine iliskin tutumlarinin incelenmesi [The determination of multiple intelligence area of preservice teacher of the department of mathematics and examination of attitude with regard to social abilities with teaching profession] (Unpublished master’s thesis). Adnan Menderes University, Aydin, Turkey.

Koksal, A. (2007). Ustun zekali cocuklarda duygusal zekayi gelistirmeye donuk program gelistirme calismasi [A program development study for developing emotional intelligence in gifted children] (Unpublished doctoral dissertation). Istanbul University, Istanbul, Turkey.

Kuzgun, Y., & Deryakulu, D. (Eds.) (2014). Egitimde bireysel farkliliklar [Individual differences in education]. Ankara, Turkey: Nobel.

Lam, L. T., & Kirby, S. L. (2002). Is emotional intelligence an advantage? An exploration of the impact of emotional and general intelligence on individual performance. The Journal of Social Psychology, 142(1), 133-143.

Mayer, J. D., DiPaolo, M., & Salovey, P. (1990). Perceiving affective content in ambiguous visual stimuli: A component of emotional intelligence. Journal of Personality Assessment, 54(3&4), 772-781.

Mayer, J. D., & Salovey, P. (1993). The ı̇ntelligence of emotional inteligence. Intelligence, 17, 433-442.

Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence (pp. 3-31). New York, NY: Basic Books.

Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings and implications. Psychological Inquiry, 15(3),197-215.

Murray, S., & Moore, K. (2012). Inclusion through multiple intelligences. Journal of Student Engagement: Education Matters, 2(1), 42-48.

Oklan-Elibol, F. (2000). Anasinifina devam eden alti yas grubu cocuklarin coklu zeka teorisine gore degerlendirilmesi [Assesing 6 years old preschool children according to multiple intelligences theory] (Unpublished master’s thesis). Hacettepe University, Ankara, Turkey.

Ozdamar, K. (1999). Paket programlarla ı̇statistiksel veri analizi 1 [Statistical data analysis with package programs 1]. Eskisehir: Kaan.

Ozdemir, B. (2006). 4–6 yas grubu cocuklarin ogrenme surecinde coklu zeka teorisinin yeri [Determining multiple intelligences pre-school children (4-6 age) in learning process] (Unpublished master’s thesis). Onsekiz Mart University, Canakkale, Turkey.

Ozdemir-Yaylaci, G. (2006). Kariyer yasaminda duygusal zeka ve ı̇letisim yetenegi [Emotional intelligence and communication skills in career life]. Istanbul, Turkey: Hayat.

Ozturk, A. A., Ozsoy, N., Vural, R. A., & Baysan, S. (2017). Ogretmen adaylarinin coklu zeka bolumlerine iliskin algilarinin karsilastirmali perspektiften incelenmesi [A multi-perspective comparison of prospective teacher’s self perceptions of their multiple intelligence areas]. Adnan Menderes University, Journal of Institute of Social Sciences, 4(3), 18-32.

Pinarcik, S., Sali, G., & Altindis, M. N. (2016). Okul oncesi ogretmen adaylarinin duygusal zekalari ve iletisim becerileri arasindaki iliskinin incelenmesi [Study of the relationship between emotional intelligences and communication skills of pre-school teacher candidates].  Asian Journal of Instruction, 4(1), 34-44.

Rahimi, M., Sadighi, F., & Fard, Z. H. (2011). The impact of linguistic and emotional intelligence on the reading performance of Iranian efl learners. The Journal of Teaching Language Skills, 30(1), 151-171.

Saban, A. (2005). Coklu zeka teorisi ve egitimi [Multiple intelligence theory and education]. Ankara, Turkey: Nobel.

Salovey, P., & Mayer, J. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211. doi: 10.2190/DUGG-P24E-52WK-6CDG

Seal, R. C., & Brown, A.  A. (2010). An ı̇ntegrative model of emotional ı̇ntelligence: Emotional ability as a moderator of the mediated relationship of emotional quotient and emotional competence. Organizational Management Journal, 7(2), 143-152. doi: 10.1057/omj.2010.22

Shearer, C. B. (2006). Reading skill and the multiple intelligences: An investigation into the mi profiles of high school students with varying levels of reading skill. Unpublished paper. Retrieved from http://insingerinsightskids.com/wp-content/uploads/2013/10/Reading_MI.doc  

Skourdi, S., & Rahimi, A. (2010). The relationship of emotional intelligence and linguistic intelligence in acquiring vocabulary. California Linguistic Notes, 35(1), 1-24.

Stein, S. J., & Book, H. E. (2000). EQ duygusal zeka ve basarinin sirri [EQ emotional intelligence and secret of success]. (M. Isik, Trans.). Istanbul, Turkey: Ozgur. (Original work published 2000)

Tatar, A., Tok, S., & Saltukoglu, G. (2011). Gozden gecirilmis schutte duygusal zeka olceginin Turkce’ye uyarlanmasi ve psikometrik ozelliklerinin incelenmesi [Adaptation of the revised schutte emotional intelligence scale into Turkish and examination of its psychometric properties]. Bulletin of Clinical Psychopharmacology, 21(4), 325-338.

Teele, S. (2000). Rainbows of intelligence: Exploring how students learn. Oaks, CA: Corwin Press.

Temiz, N. (2013). Kimim? 2 Coklu zeka kurami evde ve ailede [Who am I? 2 multiple intelligences theory at home and in the family]. Ankara, Turkey: Nobel.

Terzioglu, E.C. (2005). Proje yaklasiminin uygulayan ve uygulamayan okullara devam eden 5-6 yas grubundaki cocuklarin sosyal gelisim ve zeka alanlarinin ı̇ncelenmesi [Analyses of 5-6 years old children's social development and intelligences areas in schools of using project approach and not using project approach] (Unpublished master’s thesis). Hacettepe University, Ankara, Turkey.

Tufan, S. (2011). Gelistirilen duygusal zeka egitimi programinin ortaogretim dokuzuncu sinif ogrencilerinin duygusal zeka duzeylerine etkisi [The effect of developed emotional intelligence training programme on the levels of emotional intelligence of 9th grade students at high school] (Unpublished master’s thesis). Ankara University, Ankara, Turkey.

Van Der Zee, K., Thijs, M., & Schakel, L. (2002). The relationship of emotional intelligence with academic intelligence and the big five. European Journal of Personality, 16(2), 103-125. doi: 10.1002/per.434

Yenice, N., & Aktamis, H. (2010). Sinif ogretmeni adaylarinin coklu zeka alanlarinin demografik ozelliklere gore incelenmesi [Examination of multiple intelligences of class teacher candidates according to demographic characteristics]. Journal of Turkish Science Education, 7(3), 86-99.

Yesilyaprak, B. (2001). Duygusal zeka ve egitim acisindan dogurgulari [Emotional intelligence and results for education]. Educational Administration: Theory and Practice, 7(1), 139-146. 

Yuksel, M. (2006). Duygusal zeka ve performans iliskisi (bir uygulama) [The relationship between emotional intelligence and performance (An application)] (Unpublished master’s thesis). Ataturk University, Erzurum, Turkey.