The Mediating Role of Problem-solving Skills in the Relationship Between Emotional Intelligence Level and Classroom Management Skills: The Status of Being or Not Being a Social Studies Teacher

In the present study, the mediation role of problem-solving skills in the relationship between teachers’ emotional intelligence levels and classroom management skills was examined based on the status of being social studies teachers or not. In this regard, situational effect analysis was examined. In the quantitative study, relational survey design was employed and data were collected through three different scales. The data of the study were obtained from 217 teachers. The analysis of the data was carried out with model 14 from Hayes modelling. Tests were carried out by taking Bootstrap 5000 samples with a 95% confidence interval. According to the results of the study, the indirect effect of problem-solving on classroom management strengthens once the teacher is a social studies teacher. Moreover, this effect is stronger on planned and programmed activities and teacher-student relationships, which are sub-dimensions of classroom management although no significant change was observed in the third sub-dimension, classroom interaction and behaviour.