# Examination of teachers’ emotional intelligence competence perception levels in terms of sportive activity and different variables

## TL;DR

This study explores how participating in sports affects teachers' emotional intelligence, finding that those involved in both individual and team sports have higher emotional intelligence scores.

## Contribution

The study identifies a novel link between combined participation in individual and team sports and higher emotional intelligence in teachers.

## Key findings

- Teachers involved in both individual and team sports had significantly higher emotional intelligence scores.
- No significant differences in emotional intelligence were found based on gender, age, service length, or overall sport participation.

## Abstract

This study examines whether teachers’ emotional intelligence (EI) competence perception levels specifically dimensions such as self-regulation, empathy, and social skills—differ according to sports activity and demographic variables. EI plays a crucial role in fostering effective classroom management and teacher-student interaction. It was hypothesized that teachers who engage in both individual and team sports would demonstrate higher levels of emotional intelligence compared to those who do not participate in sports or engage in only one type.

Using a descriptive survey design, data were gathered from 422 secondary school teachers in Erzurum (204 female, 218 male) during the 2023–2024 academic year via the Personal Information Form and the Emotional Intelligence Trait Scale–Short Form (EITS-SF). Statistical analyses included t-tests, ANOVA (with η2), and Pearson correlation.

EI levels did not significantly differ by gender (p = 0.215), age (p = 0.737), service length (p = 0.511), or overall sport participation (p = 0.641). However, participants involved in both individual and team sports reported significantly higher EI scores (M = 88.96, SD = 17.90; p < 0.001, η2 = 0.06).

Combining individual and team sports may enhance emotional intelligence more than participation in a single type or no activity. Future research should explore the mechanisms behind this interaction and its educational implications.