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Previous attempts to explain teachers’ educational effectiveness have mostly focused on personal traits, organizational commitment, pedagogical content knowledge or the passion for education, and so on. We want to highlight that social skills—competencies that enable teachers to interact effectively with others—might contribute to the teachers’ well-being with the help of emotional regulation. Using the hypothesis that building positive relationships and relating to others emotionally may lead to positive outcomes in the educational process, the aim of this study was to explore the effect of teachers’ emotional literacy skills and emotional labor behaviors on their social capital. A structural equation model was developed to describe the cause–effect relationship between the variables. The population investigated in the study consisted of high school teachers in the central districts of Eskisehir, Turkey, in the 2017–2018 academic year and the sample included 399 teachers taken from seven different school types using the stratified sampling method. Data analysis was performed using correlation and descriptive analysis, the structural validity of the scales was determined by exploratory and confirmatory factor analysis, and the validity of the structural equation model was tested by running a path analysis—the model was acceptable. The results of the analyses indicate that there are positive effects of emotional literacy on emotional labor and emotional labor on social capital. In addition, emotional labor had a full mediating effect in the relationship between emotional literacy and social capital. Possible explanations of the results, limitations, and suggestions for the study are discussed.

Emotional literacy is the ability to understand, express and regulate emotions in social contexts. It emphasizes the ability to communicate with certain feeling words in interpersonal relationships. It stands as a bridge between the thoughts and emotions of school stakeholders, contributing to more effective learning, safer schools, and a democratic climate (O’Hara, 2011). It is possible to teach emotions academically, even to make them a part of the curriculum (Antidote, 2003); however, it is essential to also see emotional literacy as a vital skill through the values of the school and the behaviors of teachers. Therefore, it is valuable to evaluate the emotions of teachers in the school environment. To do this, it was the aim of this study to develop a reliable and valid measurement tool -- the Emotional Literacy Skills Scale (ELSS). The validity of the model was confirmed via exploratory factor analysis and confirmatory factor analysis. We found a Cronbach Alpha reliability coefficient of .85. The findings showed that the Emotional Literacy Skills Scale is valid and reliable and formed by five factors: Motivation, empathy, self-regulation, emotional awareness, and social skills.

The aim of this study, which was carried out in the center of Eskisehir using the survey model of quantitative research, is to describe the emotional literacy skill levels of the high school students and analyze them based on different variables. The study was conducted with 1103 high school students who were selected using stratified sampling method and as the data collection tool, “Emotional Literacy Skill Scale” developed by the researcher was used. The analyses of the data indicated that the high school students in the center of Eskisehir generally have medium and high levels of emotional literacy. When the demographic variables are examined, there are statistically significant differences in the emotional literacy skill total scores based on the gender, school type, and GPA variables. It is observed that female students and students with high GPAs have higher scores in many dimensions; thus, the schools, which accept students with high scores and the female students are the majority, have better average in terms of emotional literacy skill.

Integration of Information and Communication Technologies into education has recently been one of the most challenging issues in educational improvement and recovery plan of Turkish government. Immediately before the implementation of Fatih Project (Action for Increasing Opportunities and Improving Technology), it is important to have a look at the insights of teachers. In this study, it was aimed to find out the level of background knowledge about the usage of Information and Communication Technologies (ICT) and the integration of ICT in education process by today’s teachers. So as to find the answers to this question, the study was designed in quantitative research model as a survey research in cross-sectional survey design. The work group included 172 teachers who works in MNE schools. The data were collected through ‘ICT Integration in Education’ questionnaire. In the analysis of data; descriptive statistics, t-tests and Anova tests were used. And as a result, the study showed that current initiatives with ICT need further investigation for a successful implementation of ICT usage. Keywords: Information and Communication Technologies (ICT), technology integration, Fatih Project.

This study aimed to determine the viewpoints of classroom teachers about the project of FATIH, which began in 17 cities and 51 schools for trial in 2011-2012 educational year and is planned to be carried out in all schools until 2013-2014 educational year. This study was carried out with 80 classroom teachers during the 2011-2012 educational year. Open-ended question forms were used. Teachers think that this project will not work properly. Some disadvantages of this project are technical problems of tablets, lack of teacher's technological information and the training of teachers. Some advantages are that students will not carry heavy bags and technology will enlarge the educational atmosphere. Nearly half of the teachers think that the project will be successful, the other half think that it will not be successful, Bu araştırmada, Türkiye’de 2011-2012 öğretim yılında 17 ilde 51 okulda pilot uygulaması başlayan ve 2013- 2014 yılına kadar ise tüm okullarda uygulanması planlanan, okullarda teknoloji alt yapısının oluşturulması ve kullanımı ile ilgili Milli Eğitim Bakanlığı tarafından geliştirilen FATİH Projesi’ne ilişkin sınıf öğretmenlerinin bakış açılarının tespit edilmesi amaçlanmıştır. Araştırma, 2011-2012 öğretim yılında ilköğretim okullarında görev yapmakta olan 80 sınıf öğretmeni ile yürütülmüştür. Araştırma verileri araştırmacılar tarafından geliştirilen açık uçlu soru formu yardımıyla toplanmıştır. Araştırmada sınıf öğretmenlerinin FATİH Projesi’nin rahatlıkla uygulanabileceğini düşünmedikleri, projenin olumsuz yönleri olarak tablet bilgisayarlarda sorunlar yaşanabileceğini, öğretmenlerin bazılarının teknolojiyi kullanamayacağı ve eğitim almaları gerekeceğini belirtmişlerdir. Projenin yararlı yönleri olarak öğrencilerin çanta taşıma derdinden kurtulacak olmaları ve teknoloji alt yapısı sayesinde eğitim ortamının zenginleşeceği ifade edilmiştir. Öğretmenlerin yarıya yakınının projenin hedeflerine ulaşmayacağını yarıya yakınının ise projenin hedeflerine ulaşacağını düşündükleri sonucuna ulaşılmıştır