Teachers’ Social Intelligence as a Predictor of Instructional and Behavioral Management Practices
DOI:
https://doi.org/10.62019/m6cc0a45Keywords:
social intelligence, classroom management, instructional management, behavioral management, higher education, PLS-SEM.Abstract
Social intelligence of teachers has received growing academic interest as a key interpersonal competence in the educational contexts; however, the future impact of this competence on classroom management among the tertiary schools has not been sufficiently investigated. The current research examined the relationship between social intelligence in teachers in universities as a predictor of instructional and behavioral classroom management strategies. Using a cross-sections quantitative design, 593 instructors working at the public universities located in Lahore, Okara and Sahiwal, Pakistan were sampled. The Tromso Social Intelligence Scale (TSIS) was the measure of social intelligence with the Behavior and Instructional Management Scale (BIMS) used to measure the classroom management practices. The variables were interrogated to find predictive associations using Partial Least Squares Structural Equation Modeling (PLS–SEM). The results showed that respondents gave moderately high scores in the social intelligence and classroom management practices. The structural model analyses apparently revealed that social intelligence had a strong predictive effect on overall classroom management, and also made salient predictor of instructional management and behavioral management. What these findings mean is that teachers with higher levels of social intelligence are more adept at organizing teaching experiences as well as controlling classroom behavior in higher education institutions. The research is valuable to the body of existing literature in that it will help expand the theoretical use of social intelligence into the realm of university teaching and empirically support the antecedent role of social intelligence in classroom management. The results highlight the importance of integrating social intelligence training in professional training and teacher education programs at higher institutions of learning.
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