Abstract
This study aimed to determine whether a relationship exists between middle school teachers' emotional intelligence levels, teaching styles, and self-efficacy. A correlational research model was used in the research. The participants of the study consisted of 321 teachers working in middle schools. Data were collected using a personal information form, a teaching style scale, a teacher self-efficacy scale, and the Rotterdam Emotional Intelligence Scale. SPSS software was used for data analysis. As a result of the research, it was determined that teachers had high levels of teaching style, self-efficacy, and emotional intelligence. A positive and moderate correlation was found between teachers' teaching styles and self-efficacy levels, teaching styles and emotional intelligence levels, and emotional intelligence levels and self-efficacy. The study also revealed that the teaching style and self-efficacy variables predicted 31% of the emotional intelligence level. Given these findings, educational practitioners and policymakers should incorporate emotional intelligence and self-efficacy enhancement into teacher professional development strategies to refine teaching styles and elevate educational quality.
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