Volume 2, Issue 3 (9-2019)                   Iranian Journal of Educational Sociology 2019, 2(3): 158-166 | Back to browse issues page

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1- Department of educational management,Gorgan branch,lslamic azad university,Gorgan, iran
Abstract:   (726 Views)
Purpose: The purpose of the present study was to present a model of the effect of social intelligence on teachers' quality of life by explaining the role of risk management. The research method was mixed and implemented with two types of qualitative and quantitative approaches.
Methodology: The present study was a mixed (qualitative-quantitative) analysis. The statistical population of the present study included all teachers of North Khorasan province in the academic year of 2018-19. Based on this, 10 of them were selected with the criteria of over 15 years’ experience in educational management and doctorate level and were selected as the sample of the study. The statistical population was 13,800 in the North Khorasan Province Education Department. The statistical sample of the study was 400 people using quantitative Morgan table. In the qualitative part of the study, interview questions were formulated and 10 in-depth expert interviews were conducted with educational experts in the field of educational management. Then, using qualitative theme analysis, the main concepts of index extraction and coding were performed. In the quantitative part of the research, the effect of social intelligence on teacher quality of life was explained by explaining the role of risk management by using interpretive structural modeling method.
Findings: The findings of the present study showed that "social intelligence" had an impact on "quality of life" and also social health mediated the relationship between social intelligence and quality of life.
Conclusion: Teachers with high social intelligence establish very good social relationships with influential and important people, and this is precisely why their risk-taking on different subject’s increases.
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Type of Study: Research | Subject: Special
Received: 2019/02/10 | Accepted: 2019/07/21 | Published: 2019/09/28

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