Original article | International Journal of Research in Teacher Education 2023, Vol. 14(3) 1-14
Hüseyin Kotaman & Derya Evran
pp. 1 - 14 | DOI: https://doi.org/10.29329/ijrte.2023.598.01 | Manu. Number: MANU-2307-28-0003
Published online: September 27, 2023 | Number of Views: 41 | Number of Download: 276
Abstract
The purpose of this study is to examine relation among early childhood teachers’ emotional intelligence, their teacher efficacy and psychological well-being and impact of these concepts on their burnout. The participants consist of 342 early childhood teachers from different cities of Turkey. The participants responded to the Turkish version of the Maslach Burnout Inventory-Educator Survey, Turkish version of Teacher Sense of Efficacy Scale, Turkish version of the Schutte Self-Report Emotional Intelligence Test and the Turkish version of the Warwick-Edinburg Mental Wellbeing Scale. Results revealed strong association among teacher emotional intelligence, teaching efficacy and psychological well-being. Psychological well-being appeared as a mediator between teachers’ emotional intelligence, teaching efficacy and burnout.
Keywords: Early childhood teachers, teaching efficacy, emotional intelligence, psychological well-being, burnout
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