Opinions of Primary School Teachers about the Current State of Emotional Intelligence in the Fifth Grade Curriculum

Abstract

The aim of this study is to determine the opinions of teachers about the coverage of emotional intelligence in the primary school fifth grade’s curriculum. For this purpose, a descriptive research model has been used and 23 primary school teachers participated in the study. The collected data has been analyzed through descriptive analysis technique. It has been found that some of the teachers believe that emotional development of students have been taken into consideration while preparing primary school fifth grade’s
curricula whereas some of the teachers disagree with this view. Some of the teachers think that educational programs make contribution to the emotional development of students, whereas some of them think that it is not beneficial for them. Although most of the primary school teachers agree that educational programs are sufficient to provide the skills such as empathy and decision making, some of them state that educational programs are insufficient for the acquisition of these skills. Also, some of them have not mentioned a clear idea about this subject. The primary school teachers who participated in this research suggested providing better learning environments, organizing in-service training for teachers, enhancing curricula and reducing the number of students in a classroom in order to make educational programs support emotional development of students