ARTICLE INFO

Article Type

Original Research

Authors

Azizi Nejad   B (*)
Madadi Kokje Yaran   F (1)
Jenaabadi   H (2)






(*) Educational Sciences Department, Human Sciences Faculty, Payam-e-Noor University, Tehran, Iran
(1) Educational Sciences Department, Humanities Faculty, Urmia Branch, Islamic Azad University, Urmia, Iran
(2) Educational Sciences Department, Education and Psychology Faculty, Sistan and Balochestan University, Zahedan, Iran

Correspondence

Address: No. 16, 2nd Alley, Badi’ei Street, Qavion Bridge, Urmia, Iran
Phone: +984433482621
Fax: +982188957948
bahareh19@gmail.com

Article History

Received:  September  18, 2014
Accepted:  October 12, 2014
ePublished:  November 6, 2014

BRIEF TEXT


… [1-4] The meaning of social intelligence is similar to concepts such as social skills and competency [5]. Social intelligence is an achievement predictor [6]. Social intelligence is, in the present study, the ability to use communication skills, friendly relationships with others, social behaviors, and empathy with others [7]. Performance is the result of the employee’s activities regarding implementation of the duties after a specified period [8]. … [9]

Of the components of emotional intelligence, self-management and social awareness component directly affects the employee’s performance, while it is indirectly affected by management and self-awareness [10]. There has been a positive and significant correlation between the managers’ social intelligence and the teachers’ job satisfaction. In addition, as two components of three components of social intelligence, social skills and social information processing have been the best predictors of job satisfaction [5]. There has been a significant correlation between self-awareness and performance of high school teachers and between relationship management and performance of high school teachers [11]. There is a significant correlation between emotional intelligence and its components and the effectiveness of the faculty members. In addition, as three components of five components of emotional intelligence, self-motivation, empathy, and social skills are proper predictors of the effectiveness of the faculty members [12]. There is a significant correlation between emotional intelligence and leadership efficiency of the heads of the departments [13]. There is a significant correlation between emotional intelligence of the faculty members and its components and the effectiveness of the Physical Education Faculties [14]. There is a correlation between emotional intelligence and job satisfaction. In addition, there is no difference between females and males in self-motivation, self-awareness, self-control, and social skills. Nevertheless, the females have higher emotional intelligence and empathy than the males do [15]. There is significant correlation between social awareness and educational performance of the faculty members of Azad University (Iran) [16]. Development of positive emotions within the group facilitates the members’ cooperation and partnership, reduces conflicts, and improves the members’ efficacy [12]. … [17] There is a positive correlation between emotional intelligence of the employees and their performance and job satisfaction [18].

The aim of this study was to evaluate the correlation between social intelligence and its components (social information processing, social skills, and social awareness) and the faculty members’ performance.

This is an applicable and correlational study with a descriptive-survey method.

The faculty members (total number=645) of Urmia University of Medical Sciences, Iran, were studied in 2014.

242 persons were selected using cluster sampling method and Morgan’s Table.

Data was collected using Tromsø Social Intelligence Scale. Three domains of social intelligence including social information processing, social skills, and social awareness are evaluated by the questionnaire. The questionnaire includes 21 items. Reliability coefficients of social information processing, social skills, and social awareness sub-scales have been estimated 0.81, 0.86, and 0.79, respectively. Reliability coefficient of the whole scale has been estimated 0.83. Through implementation of the scale on 413 students of Tabriz University, Iran, reliability coefficient of the whole scale has been computed 0.75. In addition, reliability coefficients for social information processing, social skills, and social awareness sub-scales were computed 0.73, 0.66, and 0.64, respectively [19]. The teachers’ evaluation scores were used to evaluate the teachers’ performances. The scores are computed via semester and annual evaluations by the evaluation and monitoring unit. Data was collected using SPSS 18 software and descriptive and inferential statistics. Independent T Test was used to compare the mean scores of social intelligence in male and female teachers. Pearson’s Correlation Coefficient and Step-wise Regression Test were used to investigate the correlations between the study variables.

137 persons were female and 105 persons were male. There was no significant difference between mean scores of social intelligence of the females (90.55±5.63) and the males (90.26±5.59). There was a positive and significant correlation between the faculty members’ performance and social intelligence and its dimensions including social information processing, social skills, and social awareness. All dimensions of social intelligence explained the teachers’ performance rate. Whole social intelligence scale predicted whole teachers’ performance.

There was a significant correlation between social intelligence and the teachers’ performance. The result is consistent with the results of some other studies [5, 11, 12]. There was a significant correlation between social skills and the teachers’ performance. The social skills are proper predictors of the performance of the faculty members [12] that confirms the result of the present study. There was a significant correlation between social awareness and the teachers’ performance. Social awareness has direct and self-conscious effects on the employees’ performance, while management indirectly affects their performance [10]. Results of some other studies [11, 16] are consistent with the result of the present study. There was no significant difference between female and male students in social intelligence. Mean score of emotional intelligence of the female educational managers of Golestan University of Medical Sciences, Iran, is less than the male educational managers of the university, though the difference is not significant [20]. … [21, 22]

The teachers should make proper relationships. The university managers should investigate the relationships between the teachers and the students and involve its result in the evaluations. In addition, the managers should notice the teachers’ social intelligence. The teachers should analyze every message sent by the students and explain its meaning. The teachers should be active in interactions with the students. The teachers ought to consider the classroom situation as different from other social situations and observe the necessities of presence in the class.

Teachers’ non-cooperation was one of the limitations for the present study. The study was faced with some difficulties in the study history, since it was done mostly about the students than the university staff and faculty members.

All the dimensions of social intelligence (social information processing, social skills, and social awareness) explain the teachers’ performance.

The researchers feel grateful to all who aided the study.

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