Investigation of Emotional Intelligence Levels of Multilingual, Bilingual and Monolingual Teachers

Erhan Akın

Investigation of Emotional Intelligence Levels of Multilingual, Bilingual and Monolingual Teachers

dc.contributor.author	Erhan Akın
dc.date.accessioned	2025-02-17T11:44:23Z
dc.date.available	2025-02-17T11:44:23Z
dc.date.issued	2025-01-01
dc.department	Fakülteler, Eğitim Fakültesi, Türkçe ve Sosyal Bilimler Eğitimi Bölümü
dc.description.abstract	Due to reasons such as migration, economy, and politics, people have sometimes interacted with more than one language. This situation has also given rise to multilingualism. Multilingualism is a situation that involves being competent in more than one language. Emotional intelligence forms the basis of knowing oneself and being able to control one’s emotions effectively. The research aims to examine the emotional intelligence levels of teachers who know more than one language and teachers who know only one language. For this purpose, a case study, one of the qualitative research designs, was used. To collect the data, a semi-structured interview form prepared by the researchers to obtain expert opinions was applied to the teachers in the study group. The obtained data was analyzed using content analysis and the levels of self-awareness, self-regulation, motivation, empathy, and social skills in the teachers were revealed. While the levels in question were revealed, the teachers’ definitions of their emotional intelligence competencies and their comments about their levels were included through direct quotations. These levels were graded as bad/not sufficient, normal/sufficient, above normal, and high/good according to the teachers’ answers. According to the research results, although there are some differences according to the competence areas of emotional intelligence, it was concluded that being multilingual does not have any negative effect on emotional intelligence. In addition, it was seen that the emotional intelligence levels of trilingual and quadrilingual teachers were much better based on their responses to the survey questions and their interpretations of their levels. The research results were compared with similar studies and various suggestions were made.
dc.identifier	10.37669/milliegitim.1500350
dc.identifier.citation	Başbayrak, M., & Akın, E. (2025). Çok Dilli, İki Dilli ve Tek Dilli Öğretmenlerin Duygusal Zekâ Düzeylerinin İncelenmesi. Milli Eğitim Dergisi, 54(245), 225-250.
dc.identifier.doi	10.37669/milliegitim.1500350
dc.identifier.issn	13025600
dc.identifier.issue	245
dc.identifier.other	2-s2.0-85216945813
dc.identifier.scopus	2-s2.0-85216945813
dc.identifier.scopusquality	Q4
dc.identifier.uri	https://hdl.handle.net/20.500.12604/8517 https://doi.org/10.37669/milliegitim.1500350
dc.identifier.volume	54
dc.indekslendigikaynak	Scopus
dc.institutionauthor	Akın, Erhan
dc.institutionauthorid	0000-0003-2372-9331
dc.language.iso	tr
dc.relation.ispartof	Milli Egitim
dc.relation.ispartofseries	Milli Egitim
dc.relation.publicationcategory	Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	bilingualism
dc.subject	duygusal zekâ
dc.subject	emotional intelligence
dc.subject	iki dillilik
dc.subject	multilingualism
dc.subject	teacher
dc.subject	çok dillilik
dc.subject	öğretmen
dc.title	Investigation of Emotional Intelligence Levels of Multilingual, Bilingual and Monolingual Teachers
dc.type	Journal
oaire.citation.issue	245
oaire.citation.volume	54