Abstract

The study aims to examine the level of emotional intelligence of some of the demographic variables of the teachers working in the province of Gaziantep. Acar (2002) adapted to Turkish by Bar-On Emotional Intelligence Ability Scale 5-item scale used in grading and answered 87. The study evaluated data; descriptive statistical methods (frequency, percentage, mean, standard deviation) were used. If more than two group comparisons of parameters between the groups one-way ANOVA and Turkey test were used for the determination of the group that is causing the difference. Emotional Intelligence scale, the overall confidence level was found to be 0.834. Total of 340 teachers participated in the study who served in the center of Gaziantep. This is 55.9% of teachers to 190 teachers in primary, 44.1% and 150 teachers are working at the high school. Teachers' mean levels of emotional intelligence the middle level was 3.28. Teachers' monthly income and significant differences in the levels of postgraduate training according to the variables of emotional intelligence have emerged. Teachers' emotional intelligence levels of age, gender, marital status variables did not show any significant change in. Emotional intelligence includes, interpersonal relations, stress management, understanding own feelings and understanding other people's feelings, adaptation to the conditions and environment capabilities. In this respect, emotional intelligence is of great importance. Emotional intelligence skills are advanced and senior teachers are expected to be peaceful and productive social life and work environment a happier.

Key words: Emotional intelligence, ability, teacher.