Investigating the Relationship between Cultural Intelligence and Organizational Commitment of Education Department’s Teachers

Considering the role and importance of cultural intelligence in the ability and ability to create an effective performance in different cultural situations, the purpose of this study was to investigate the relationship between cultural intelligence and organizational commitment of education department ‘teachers.

This is a descriptive correlational study. The study population consisted of all high school teachers in Nain city during the school year 2018-2019. Using multi-stage cluster sampling method, 85 teachers were selected as the sample. The two questionnaires of cultural intelligence of Earley and Ange (2003) and Alan & Meyer (1985) organizational commitment questionnaire with Cronbach's alpha reliability of 0.81 and 0.79, respectively. To analyze the data, Pearson correlation coefficient and variables normality tests were used by SPSS 23 software.

There was a positive significant relationship between cultural intelligence and organizational commitment and also between cultural intelligence and organizational commitment (p value < 0.05). Among the components of cultural intelligence, the behavioral component with a correlation coefficient of 0.468 had the most significant relationship with organizational commitment. And motivational component with a correlation coefficient of 0.403 had the least significant relationship with organizational commitment.

The results showed that the relationship between cultural intelligence and organizational commitment of education teachers is below average; therefore, the need to pay attention to all aspects of cultural intelligence professionally will play an important role in enhancing teachers' organizational commitment