Publication: Müzik öğretmeni adaylarının duygusal zeka düzeyleri ile otantik liderlik özellikleri arasındaki ilişki
Abstract
Müzik öğretmeni adaylarının duygusal zeka düzeyleri ile otantik liderlik özellikleri arasındaki ilişki Bu araştırmanın amacı, müzik öğretmeni adaylarının duygusal zeka düzeyleri ile otantik liderlik özellikleri arasındaki ilişkiyi incelemektir. Araştırma ilişkisel tarama modeline dayalı olarak gerçekleştirilmiştir. Araştırmanın çalışma grubunu, 2024-2025 akademik yılında Türkiye’deki üniversitelerin eğitim fakültelerine bağlı müzik eğitimi bölümlerinde öğrenim gören 241 öğretmen adayı oluşturmaktadır. Veriler, Duygusal Zeka Ölçeği, Otantik Liderlik Ölçeği ve Demografik Bilgi Formu aracılığıyla toplanmıştır. Verilerin analizinde IBM SPSS 29.0 kullanılmış; tanımlayıcı istatistikler, korelasyon analizleri uygulanmıştır. Araştırma sonucunda, katılımcıların duygusal zeka ve otantik liderlik düzeylerinin genel olarak orta düzeyde olduğu belirlenmiştir. Duygusal farkındalık ve empati gibi boyutlarda daha yüksek ortalamalar elde edilirken, duygusal düzenleme becerilerinde görece düşük düzeyler gözlenmiştir. Otantik liderlik boyutları arasında en yüksek ortalama ilişkisel şeffaflık, en düşük ise dengeli karar alma ve içsel ahlaki perspektif alanlarında tespit edilmiştir. Yapılan korelasyon analizi sonucunda, toplam duygusal zeka puanı ile toplam otantik liderlik puanı arasında istatistiksel olarak anlamlı bir ilişki saptanmamıştır. Bu sonuçlar doğrultusunda, öğretmen adaylarının liderlik özelliklerini geliştirmek için sadece duygusal zeka düzeyinin yeterli olmadığı, liderlik becerilerinin çok yönlü faktörlerle şekillendiği anlaşılmaktadır. Araştırma sonuçları, öğretmen yetiştirme programlarında duygusal ve liderlik gelişimini bütüncül biçimde destekleyecek uygulamaların artırılması gerektiğini ortaya koymaktadır. Ayrıca gelecekte yapılacak çalışmalarda, farklı branşlarda öğretmen adaylarıyla daha geniş örneklem gruplarında benzer araştırmalar yürütülmesi önerilmektedir.
Examination of the relationship between the emotional intelligence levels and authentic leadership characteristics of prospective music teachers The aim of this study is to examine the relationship between music teacher candidates’ emotional intelligence levels and authentic leadership characteristics. The research was conducted based on the relational survey model. The study group of the research consists of 241 pre-service music teachers studying in music education departments of education faculties of universities in Turkey in the 2024-2025 academic year. Data were collected through Emotional Intelligence Scale, Authentic Leadership Scale and Demographic Information Form. IBM SPSS 29.0 program was used to analyze the data; descriptive statistics, correlation analyses were applied. The study found that participants’ emotional intelligence and authentic leadership levels were generally moderate. While higher scores were obtained in dimensions such as emotional awareness and empathy, relatively lower scores were observed in emotional regulation skills. Among authentic leadership dimensions, the highest average was found in relational transparency, while the lowest was found in balanced decision-making and internal moral perspective. Correlation analysis revealed no statistically significant relationship between the total emotional intelligence score and the total authentic leadership score. These results suggest that emotional intelligence alone is not sufficient to develop teacher candidates’ leadership qualities; leadership skills are shaped by multifaceted factors. The research results suggest that practices that holistically support emotional and leadership development should be increased in teacher preparation programs. Furthermore, future studies are recommended to conduct similar studies with larger sample groups of teacher candidates from different disciplines.
Examination of the relationship between the emotional intelligence levels and authentic leadership characteristics of prospective music teachers The aim of this study is to examine the relationship between music teacher candidates’ emotional intelligence levels and authentic leadership characteristics. The research was conducted based on the relational survey model. The study group of the research consists of 241 pre-service music teachers studying in music education departments of education faculties of universities in Turkey in the 2024-2025 academic year. Data were collected through Emotional Intelligence Scale, Authentic Leadership Scale and Demographic Information Form. IBM SPSS 29.0 program was used to analyze the data; descriptive statistics, correlation analyses were applied. The study found that participants’ emotional intelligence and authentic leadership levels were generally moderate. While higher scores were obtained in dimensions such as emotional awareness and empathy, relatively lower scores were observed in emotional regulation skills. Among authentic leadership dimensions, the highest average was found in relational transparency, while the lowest was found in balanced decision-making and internal moral perspective. Correlation analysis revealed no statistically significant relationship between the total emotional intelligence score and the total authentic leadership score. These results suggest that emotional intelligence alone is not sufficient to develop teacher candidates’ leadership qualities; leadership skills are shaped by multifaceted factors. The research results suggest that practices that holistically support emotional and leadership development should be increased in teacher preparation programs. Furthermore, future studies are recommended to conduct similar studies with larger sample groups of teacher candidates from different disciplines.