International Online Journal of Educational Sciences, 2019, 11 (4), 106-118 © 2019 International Online Journal of Educational Sciences (IOJES) www.iojes.net International Online Journal of Educational Sciences ISSN: 1309-2707 Do the Emotional Intelligence Levels of Prospective Teachers and Their Gestalt Contact Styles Predict Being Solution-Focused? Research Article Figen AKCA 1 1 Uludag University, Faculty of Education, Department of Education Sciences, Bursa, Turkey, ORCID: 0000-0003-1810-3481 To cite this article: Akca, F. (2019). Do the Emotional Intelligence Levels of Prospective Teachers and Their Gestalt Contact Styles Predict Being Solution-Focused?, International Online Journal of Educational Sciences, 11 (4), 106-118. ARTICLE INFO ABSTRACT Article History: Received: 14.06.2019 Available online: 06.08.2019 The levels of empathy in teacher-student relationships and problem solving levels of teachers have been among the most studied subjects in educational environments. There was no study in which teachers' emotional intelligence, whether they had a solution-oriented approach and the ways of making contact were examined together. The aim of this study is to investigate the relationship between emotional intelligence and Gestalt contact styles and possessing a solution-focused point of view. Additionally, whether or not the aforementioned variables differentiated based on the type of teaching education the participants received was investigated. 840 prospective teachers participated in the study. The Solution-Focused Inventory, Emotional Intelligence Scale and Gestalt Contact Scale were utilised. It was determined that the students from education faculties were more solution- focused and scored significantly higher points in communication contact style in comparison to those who were in the formation groups. Moreover, it was concluded that emotional intelligence and gestalt contact styles predicted being solution-focused at a rate of 22%. © 2019 IOJES. All rights reserved Keywords: 2 Emotional intelligence, problem-solving, solution-focused, gestalt contact styles Introduction Emotional intelligence, styles of establishing healthy relationships and having adequate points of view on problems may be accepted as the leading ones among terminal behaviours. It is an indisputable fact that the adequacy of the teacher is the most important condition for acquisition of terminal behaviours in the relationship to be established between the teacher and the student (Hen & Sharabi-Nov, 2014). When it comes to investigating the psychological aspects of teacher adequacy, it must be accepted that a quite complicated investigation is supposed to start. Within the extensive review by Austin and Vancouver (1996), the authors 1 Corresponding author’s address: Bursa Uludag University Faculty of Education Telephone: +905354484385 e-mail: figen_akca@hotmail.com DOI: https://doi.org/10.15345/iojes.2019.04.008