Investigating the relationship between social intelligence and altruism and work conscientiousness (components of organizational citizenship behavior) among male teachers in secondary schools in District 2 of Ardabil city.
Document Type : Original Article
Authors
1 M.A. of Educational Management, Islamic Azad University, Ardabil Branch, Ardabil, Iran
2 Educational sciences, Islamic azad univercity, Ardabil, Iran.
10.22098/pbeo.2025.16523.1053
Abstract
Background and Aim: Education is a vital institution in society, with the teaching profession requiring strong communication, altruism, and conscientiousness. This study explores the relationship between social intelligence and two components of organizational citizenship behavior (altruism and conscientiousness) among male secondary school teachers in Ardabil’s District 2.
Methods: This descriptive correlational study involved 347 male secondary school teachers, with 180 selected via staged random sampling using the Krejci and Morgan table. Data were collected using the Tremsou Social Intelligence Questionnaire (reliability: 0.84) and the Oregon and Konoski Organizational Citizenship Behavior Questionnaire (reliability: 0.82). Descriptive and inferential statistics were employed for analysis.
Results: The chi-square test (χ²=21.508) revealed that most teachers exhibited medium to high social intelligence. Also, the correlation coefficient of social intelligence with altruism (r=0.324) and the correlation coefficient of social intelligence with work conscientiousness (r=0.231) showed a positive and significant correlation.
Conclusion: The study concludes that higher social intelligence correlates with increased altruism and conscientiousness. This highlights the importance of fostering social intelligence among teachers to enhance organizational citizenship behavior, ultimately benefiting educational environments.
Methods: This descriptive correlational study involved 347 male secondary school teachers, with 180 selected via staged random sampling using the Krejci and Morgan table. Data were collected using the Tremsou Social Intelligence Questionnaire (reliability: 0.84) and the Oregon and Konoski Organizational Citizenship Behavior Questionnaire (reliability: 0.82). Descriptive and inferential statistics were employed for analysis.
Results: The chi-square test (χ²=21.508) revealed that most teachers exhibited medium to high social intelligence. Also, the correlation coefficient of social intelligence with altruism (r=0.324) and the correlation coefficient of social intelligence with work conscientiousness (r=0.231) showed a positive and significant correlation.
Conclusion: The study concludes that higher social intelligence correlates with increased altruism and conscientiousness. This highlights the importance of fostering social intelligence among teachers to enhance organizational citizenship behavior, ultimately benefiting educational environments.
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