The Relationship Between Teachers’ Emotion Management Skills and Their Attitudes Towards Professional Collaboration

This study examined the relationship between teachers’ emotion management skills and their attitudes towards professional collaboration. The sample consisted of 487 public and private primary, elementary, and high school teachers working in Muğla, determined through a disproportionate cluster sampling technique. The research was designed using a correlational survey model. Data for the study were obtained using the “Rotterdam Emotional Intelligence Scale” and the “Attitude Scale for Professional Collaboration among Teachers.” Descriptive statistics, comparison statistics, and multiple regression analysis were employed for data analysis. The study results indicated that teachers possessed high levels of emotion management skills, with significant differences observed based on gender, type of school, education level, and the type of faculty from which they graduated. Teachers’ attitudes towards professional collaboration were also notably high and showed significant differences based on gender, education level, and the level of school they worked in. Additionally, a linear and positive relationship was found between teachers’ emotion management skills and their attitudes towards professional collaboration, with emotion management skills being a significant predictor of attitudes towards professional collaboration.