Relationship between Spiritual Intelligence and Reflective Leadership with Effective Classroom Management of Secondary School Teachers in Isfahan City
Subject Areas : title1
Zahra Rezaei Adriani
1
(M.A., Educational Sciences, Department of Educational Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)
Narges Saeidyan
2
(Faculty Member, Department of Educational Sciences and Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)
Keywords: Spiritual intelligence, Reflective leadership, Effective classroom management.,
Abstract :
The current research aimed to investigate the relationship between spiritual intelligence and reflective leadership with effective classroom management of secondary school teachers in Isfahan City. In this descriptive-analytical research, the statistical population was all the teachers of secondary schools in Isfahan city, out of which 367 people were selected according to the sample size of Krejcie and Morgan's table via multi-stage cluster random method. The data collection tools were King's spiritual intelligence standard scale; Castelli's reflective leadership questionnaire and Kooshan's effective class management. The research hypotheses were tested using Pearson's correlation coefficient and stepwise regression, and model fit was assessed via the Structural Equation Model (SEM) test and the partial least squares method of SmartPLS3 software. The dimensions of spiritual intelligence in the regression were the best forecasters of classroom management in the first step of transcendent consciousness. Feedback as one of the dimensions of reflective leadership in the regression was the best predictor of classroom management in the first step. Expansion of the state of consciousness and critical existential thinking as the dimensions of spiritual intelligence in the regression were the best predictors of intellectual leadership in the third step of transcendent consciousness. The research model test in examining the mediating role of variables also revealed that reflective leadership can play a significant mediating role in the relationship between spiritual intelligence and effective classroom management (P > 0.05). Engaging teachers who have high spiritual intelligence and reflective leadership in effective classroom management can be appropriate.