Moral Intelligence Status and its Determinants in High School Teachers

Khadijeh Azar, Eisa Samari

Abstract


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Background and Aim: The moral intelligence of teachers plays an important role in their viewpoints to respect for moral norms and is one of the effective factors in the process of obtaining qualification. This study has carried out with the aim of determining the moral intelligence status and its determinants in the teachers.

Materials and Methods: This Cross-sectional study carried out on 190 teachers who employed in public high schools of the Bilehsavar, Ardebil, Iran, in academic year 2015-16. Morgan Table was used to estimate the sample size and sampling done by stratified random method. Standard questionnaire of Moral intelligence developed by Keil & Lennick has been used to collect data. Data analysis has been done by SPSS Software 21.

Findings: The total mean score of teachers' moral intelligence was calculated 4.13±0.08. The mean score of moral intelligence determinants included integrity 4.15±0.09, accountability 4.14±0.08, compassion 4.14±0.09 and forgiveness 4.14±0.21. Among the determinants, "forgiving own mistakes" with the mean score of 4.30±0.21 and "truthfulness" with the average score of 3.90±0.09 had the highest and lowest values, respectively. There was no significant difference between level of the moral intelligence of the men and women (P>0.05).

Conclusion: Considering the relatively favorable level of the moral intelligence in the studied teachers, it is suggested that the related organization tries to promote the component of truthfulness and honesty among teachers, while strengthening the existing situation. Accordingly, in order to improve teachers' moral intelligence applying incentive manners to preserve the moral values, and holding educational courses is recommended.

 

Please cite this article as: Azar K, Samari E. Moral Intelligence Status and its Determinants in High School Teachers. Bioethics Journal 2017; 7(26): 43-49.


Keywords


Moral Intelligence; Truthfulness; Education; Teachers; Ardabil

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References


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DOI: https://doi.org/10.22037/bj.v7i26.21812

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