ABSTRACT
Emotional intelligence is important for teacher effectiveness in the field of early childhood education. It is defined as the ability to process emotional information efficiently and accurately, and by recognizing our own feelings and emotions and those of others to manage the relationships with children. In order to become creative and effective educators of young children, they must consider their teaching competence beyond their academic qualification, professional skills, and intellectual competencies. The implications of the emotional competence level of teachers can be manifested in the form of performance of students. The objective of this study was to identify the relationship between emotional intelligence and job performance among early childhood professionals. The findings of this study will contribute to the education field, especially to the fields of early childhood education such as teaching, policy-making, and parenting.
