The Relationship Between School Principals' Cultural Intelligence Level and Teachers' Job Satisfaction and Intention to Leave the Job

Abstract

<p style="text-align: justify;">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.</p>

The Mediating Effect of Teachers’ Collective Innovativeness Between School Climate and Job Satisfaction

“…Existing research commonly interprets job satisfaction as individuals' affirmative or negative evaluations of their occupation. Prior studies have already demonstrated a link between teachers' job satisfaction and a range of outcomes, including enthusiasm (Weiqi, 2007), commitment (Reyes & Shin, 1995), job performance (Judge et al, 2001), burnout (Skaalvik & Skaalvik, 2010), teacher retention (Schaufeli & Salanova, 2007), also, the way educators perceive their dedication to engaging with students and their overall duties (Caprara et al, 2006;Dinc & Kocyigit, 2017;Gokalp, 2022;Mailool et al, 2020;Sukarmin & Sin, 2021;Uwannah et al, 2022).…”

Role of the Principal on Teacher Pedagogic Competence

“…Therefore, every teacher must have the ability to make good plans to increase learning opportunities for their students and improve the quality of their teaching. (Gokalp, 2022) A teacher has pedagogic competence, which is the teacher's ability to manage to learn. In connection with this, some problems are fully disclosed based on the results of a literature review in interesting journal articles that should be used as a discourse, namely that there are problems with low teacher pedagogic competence, this can be proven by the results of the KKG, the results of evaluations in technical guidance on curriculum implementation 2013 and the results of learning supervision by school principals and the curriculum sector.…”