Views of Teachers on Relationships Between Emotional Intelligence Skills of School Principals and Organizational Commitment of Teachers

Abstract

In this study, according to the views of teachers, the relationships between the emotional intelligence skills of school principals and the teachers’ organizational commitment were examined. The research is a qualitative study that was conducted descriptively. Research sample of this study consisted of 36 teachers that were selected through maximum diversity sampling, and these teachers were working in 15 secondary schools affiliated to the Ministry of National Education in Tokat province center and Zile district in 2016–2017 academic year. Semi-structured interview form was used in collecting data. In the research, six open-ended questions were directed to teachers about their school managers’ emotional intelligence skills and organizational commitment; then collected views were analyzed and the themes and categories were determined by descriptive analysis technique. According to research results, teachers’ opinions about organizational commitment were found to be positive and grouped in relation to other teachers, occupational thoughts, views on occupational affairs, and opinions on school. In addition, most teachers stated that school principals use emotional intelligence skills, and this affected organizational commitment positively.