Cite
Gokalp, Serkan. “The Relationship Between School Principals’ Cultural Intelligence Level and Teachers’ Job Satisfaction and Intention to Leave the Job.” European Journal of Educational Research 11, no. 1 (January 15, 2021): 493–509. https://doi.org/10.12973/eu-jer.11.1.493.
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FirstAuthor:: Gokalp, Serkan
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Title:: The Relationship Between School Principals’ Cultural Intelligence Level and Teachers’ Job Satisfaction and Intention to Leave the Job
Year:: 2021
Citekey:: gokalpRelationshipSchoolPrincipals2021
itemType:: journalArticle
Journal:: European Journal of Educational Research
Volume:: 11
Issue:: 1
Pages:: 493-509
DOI:: 10.12973/eu-jer.11.1.493
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Abstract
This research aims to determine the relationship between school principals’ cultural intelligence level and teachers’ job satisfaction and intention to leave. The relational survey model was used in this study. The data of the research were collected from 800 teachers working in public middle schools in the central districts of Mersin Province in the 2020-2021 academic year. The data were collected through Personal Information Form, Cultural Intelligence Scale, Job Satisfaction Scale, and Intention to Leave Scale. The data were analyzed through correlation analysis, Structural Equation Modeling and Sobel Test. According to the results of the research, a strong, positive and significant relationship was found between the cultural intelligence level of school principals and the job satisfaction of teachers. A strong, negative, and significant relationship was determined between the cultural intelligence level of school principals and teachers’ intention to leave. A strong, negative, and significant relationship was determined between teachers’ job satisfaction and their intention to leave. It was found that the cultural intelligence level of school principals negatively predicted teachers’ intention to leave. It was also determined that cultural intelligence levels of school principals negatively predicted teachers’ intention to leave through job satisfaction, and teachers’ job satisfaction was a partial mediator of the relationship between the cultural intelligence levels of school principals and teachers’ intention to leave. It was suggested that candidates with high cultural intelligence levels should be given priority in the appointment process of school principals. .
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Imported: 2025-02-28 1:44 am
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It was found that the cultural intelligence level of school principals negatively predicted teachers’ intention to leave. It was also determined that cultural intelligence levels of school principals negatively predicted teachers’ intention to leave through job satisfaction, and teachers’ job satisfaction was a partial mediator of the relationship between the cultural intelligence levels of school principals and teachers’ intention to leave. It was suggested that candidates with high cultural intelligence levels should be given priority in the appointment process of school principals.
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70% of international initiatives fail due to intercultural differences (Livermore, 2011).
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Cultural intelligence, which has become one of the key elements of organizational productivity with globalization, means the ability of an individual to communicate, act and be successful in culturally diverse environments (Ang & Van Dyne, 2008).
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First, a correlation analysis was conducted to reveal the relationship between school principals’ cultural intelligence level and teachers’ job satisfaction and intention to leave. As a result of the analysis, it is determined that there is a strong, positive and significant relationship between the cultural intelligence level of the school principals and the job satisfaction of the teachers. It is also discovered that there is a strong, negative, and significant relationship between the cultural intelligence level of school principals and teachers’ intention to leave. In addition, it is found that there is a strong, negative, and significant relationship between teachers’ job satisfaction and intention to leave.
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