Author(s): Mahmut Polat

Abstract: The aim of this study is to reveal the changes in micro teaching performance scores of science teacher candidates according to their emotional intelligence score levels The study was conducted using the correlational survey design The sample of the study consists of 71 57 female 14 male teacher candidates who continue their education in the Department of Science Teaching in Nevehir Emotional Intelligence Scale EIS 33 items 5point Likert scale and Micro Teaching Performance Form MTP 35 items threelevel scoring were used as data collection tools The secondary school science topics that the teacher candidates would present were distributed by the researcher After the visual preparation and provision of materialsequipment the teacher candidates were provided with a teaching performance in 1520 minutes EIS was applied to the sample at the very beginning of the research process while the MTP form was used while each participant was performing their micro teaching performance In the analysis of the collected data appropriate statistical methods descriptive statistics unrelated t test correlation analysis were used in accordance with the purpose of the research According to the findings obtained as a result of the analysis it was seen that the micro teaching performance scores of the science teacher candidates showed a statistically significant difference t69589 p 001 according to the levels of their emotional intelligence scores In other words it can be said that the teacher candidates with high emotional intelligence scores 8533 showed a relatively better performance during the presentation Another result supporting this finding is the moderate positive and significant r 0675 p 001 correlation coefficient between emotional intelligence and micro teaching scores In addition the behaviours and attitudes of the candidates in the sample who interacted with the researcher during the preparation phase of the presentations also support this result

Keywords: Emotional Intelligence, Microteaching, Academic Success, Science Teaching, Teacher Education

Article Info: Received: 02 May 2025; Received in revised form: 18 Jun 2025; Accepted: 25 Jun 2025; Available online: 07 Jul 2025

DOI: 10.22161/ijels.104.11