Model for social intelligence and teachers’ innovative work behavior: serial mediation

Abstract

Social intelligenceis the capacity, capability, or ability to build relationships with others effectively; therefore, its existence is vital for an organization’s members, including teachers, in the school organization context. Therefore, this study explores the link between social intelligence and creativity, teaching self-efficacy, affective commitment, and innovative work behavior in Indonesian teachers, estimates the strength of these relationships, and finds a relevant new empirical model. A Likert-scale questionnaire was used to collect research data from 496 teachers. Structural equation modeling supported by descriptive and correlational analyses revealed that social intelligencehad a significant relationship with teachers’ creativity, teaching self-efficacy, affective commitment, and innovative work behavior. Additionally, creativity, teaching self-efficacy, and affective commitment were significantly linked to teachers’ innovative work behavior. Social intelligence had the strongest association with self-efficacy. Finally, a new empirical model of the link between social intelligence and teachers’ innovative work behavior with the serial mediation of creativity, teaching self-efficacy, and affective commitment was developed. Accordingly, social intelligence improvement can potentially increase teachers’ creativity, teaching self-efficacy, affective commitment, and innovative work behavior, which are worthy of discussion and priority by researchers, academics, and practitioners for developing social intelligence in various fields and contexts.

Keywords:

• Social intelligence
• creativity
• teaching self-efficacy
• affective commitment
• innovative work behavior
• teachers

REVIEWING EDITOR:

• Tina C. Montreuil, Educational and Counselling Psychology, McGill University, Montreal, Canada

SUBJECTS:

• Educational Psychology
• Work & Organizational Psychology
• Teachers & Teacher Education
• School Leadership, Management & Administration

Authors’ contributions

Conceptualization, R.A. and W.W.; methodology, W.W. and S.S.; data analysis and interpretation, W.W. and S.S.; drafting, R.A. and W.W; revision, R.A.; and final approval of the published version, R.A. and W.W. All authors have read and agreed to the published version of the manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The authors did not receive direct funding for this research.

Notes on contributors

Rita Aryani

Rita Aryani holds a doctorate in Educational Management from Jakarta State University. She teaches in the Postgraduate Program of Panca Sakti University in Bekasi. She actively contributes publications on educational management, vocational education, and organizational behavior in both national and international journals. The works in the book include Information Technology-Based Education Management (2020) and Education Management in the Era of Society 5.0 (2022).

Widodo Widodo

W. Widodo has a doctorate in Educational Management from Jakarta State University. He is a senior lecturer at the Postgraduate Faculty of Universitas Indraprasta PGRI Jakarta. He also actively writes articles in national and international journals on educational management, psychology, HRM, and organizational behavior. The works in the book include The Popular and Practical Research Methodology (2019) and Foundation of Modern Education (2020).

Susila Susila

S. Susila has a Human Resources Management doctorate from Jakarta State University. He is the principal of SMKN 4 Pandeglang, Banten. He also actively writes articles in various national and international journals on school management, HRM, and organizational behavior.