Abstract. Emotional Intelligence (EQ) has been one of the paradigms influencing the education-training approaches since the beginning of the two thousand. Emotional intelligence can be defined as the ability to use emotions in the right place, at the right time and to use personal and professional aims in a balanced manner. It can be argued that the efficient use of emotional intelligence qualifications is a required process in classroom management and school environment, where teachers achieve their professional aims as a profession in which emotional intensity is experienced. This study aims at determining the emotional intelligence qualifications of teachers who work in secondary schools. In order to attain this aim, an emotional intelligence scale comprising of four subdimensions as sociability, emotionality, self-control, subjective well-being was used. The population of the study comprised of a total of 554 teachers, 472 were from 22 public schools and 82 were from 6 private schools located in Bursa, in the 2017-2018 academic year. According to the statistical analyses of the emotional intelligence scale and its subdimensions the population does not have a normal distribution. The frequency, percentage, arithmetic mean, Mann-Whitney U test, and Kruskal Wallis analyses are conducted. It is found that the emotional intelligence scale, and sociability and subjective-well-being scores are higher in private school teachers compared to public school teachers. A statistically significant difference is found between the groups in the self-control and subjective well-being subdimensions of the emotional intelligence scale with regard to seniority variable. The highest subjective well-being scores are observed in teachers with less seniority. Self-control, on the other hand, is higher in teachers with more seniority.

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