Pre-Service Classroom Teachers' Emotional Intelligence and Anger Expression Styles

In this study in which the pre-service classroom teachers' emotional intelligence and the ways of their anger expression styles were examined, correlational survey model was used. In total 342 students, 189 of whom were females and 153 of whom were males, constituted the participants of the research. The students are the first year and the senior year students attending the department of elementary School Teaching, at Mehmet Akif Ersoy University, Faculty of Education. In the research, "Permanent Anger Expression Style Scale", and "Bar-On Emotional Intelligence Scale", were employed for the measurements. The relationship between the variables was studied via Pearson Correlation Coefficient, and then the data were analyzed with hierarchical regression analysis. In the research, negatively significant correlation was found between the all sub-dimensions of emotional intelligence, except for empathy and independence, and anger-in. It was discovered that emotional intelligence had negatively significant correlation between impulse control, stress tolerance, flexibility, authenticity, social responsibility and sub-dimensions of empathy and anger-out, and positively significant correlation between them (impulse control, stress tolerance, flexibility, authenticity, social responsibility and sub-dimensions of empathy) and independence and the sub-dimensions of self-confidence. It was observed that there was positively significant correlation between the sub-dimensions of emotional intelligence, except for self-confidence and independence, and anger control. As a consequence, it was found that the pre-service classroom school teachers with the skills of emotional intelligence were able to control their anger instead of suppressing it or reflecting it out.