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

<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>

How Is Cultural Intelligence Related to Human Behavior?

Cultural intelligence is an individual’s ability to recognize, understand, and adapt to cross-cultural contexts in order to change his or her self-capacity. Hence, this study explores the relationship between cultural intelligence and interpersonal communication, psychological capital (PsyCap), and organizational citizenship behavior (OCB) among teachers in Indonesia and investigates the possibility of finding relevant new models. A Likert questionnaire was used to collect research data. The research participants included 450 Indonesian junior high school teachers selected by accidental sampling. Structural equation modeling (SEM) was used for data analysis, supported by descriptive statistics and correlational matrices. The results indicate that cultural intelligence is significantly related to teachers’ interpersonal communication, PsyCap, and OCB. Additionally, this study also produces a new model regarding the relationship between cultural intelligence and a teacher’s OCB, mediated by interpersonal communication and PsyCap. Therefore, researchers and practitioners can discuss and adopt a new empirical model to increase cultural intelligence.

Pemimpin Idaman Dalam Masyarakat Multikultural

<p><em>This study aims to formulate indicators and characteristics of an effective leader and are desired by a multicultural society. This research is important to answer various problems or conflicts that occur in Indonesian society, especially social conflicts related to religion. Based on the existing literature, it is explained that the factors associated with effective multicultural leadership to deal with social conflict are personal identity, individual competence and individual experiences related to diversity. The method used in this article is through normative research or through literature searches such as books, journals, papers and other sources that are considered to be similar or relevant. The results of the research in this article indicate that factors related to multicultural leadership expected by society are one's innate nature, values that support diversity that are instilled early in a person and environmental factors that can provide experiences to increase cultural intelligence. In the indicators there are innate traits that are important to have, such as: patient, courageous, assertive and innovative.</em></p>

The Interactions Between Cultural Intelligence, Job Burnout, and Task Performance of Expatriates

In this chapter, cultural intelligence, one of the most crucial capabilities of employees for overcoming the cultural obstacles of different countries, is figured out in depth. This is attained by checking out the relationships between cultural intelligence, job burnout and task performance of expatriates who are employees sent by their company to a host country for a period. Since expatriates are the employees who face actual barriers in adapting and living in different cultures, a quantitative research was conducted among 156 expatriates working at the marketing department of different multinational companies, operating in Turkey. According to the results, expatriates with high cultural intelligence face burnout less at the workplace. Moreover, task performance of these employees tends to increase because of their cultural intelligence. Consequently, with the help of this chapter, a paramount empirical study on cultural intelligence and its correlates is added to the literature.

The Effect of Institutional Support on the Cultural Intelligence of Nursing Students

Background: Cultural intelligence is important for studying, working, and living in multicultural societies. Previous studies have indicated that training and learning support are important for improving students’ cultural intelligence. The purpose of this study was to investigate the effect of institutional support on cultural intelligence. Methods: 933 nursing students in three countries, among Malaysia, the Philippines, and Thailand, answered a rating scale questionnaire. A structural equation model was used to examine the effect of institutional support on cultural intelligence. Results: Institutional support had a statistically significant effect on cultural intelligence, with an effect size of 0.57. Conclusion: For promoting cultural intelligence divided into three aspects, the first concerns the implementation of multicultural experiences in curricula; the second involves extra-curricular activities for being applied in multicultural situations; and the last regards encouraging teachers to realize the importance of culture and integrating cultural content in their teaching and in the students’ learning.