Impact of Social Intelligence on Work Motivation and Mental Health among Teachers of Special Education

Abstract

This study aims to investigate the Impact of Social Intelligence on Work Motivation and Mental Health among teachers of special education. Sample comprised of 150 male (n=20) and female (n=130) teachers with the age ranges from 21 to 65 years. Sample was collected from different Special Education Institutes of Rawalpindi and Islamabad. Purposive sampling was used to gather the data. Tromso Social Intelligence Scale (TSIS) (Martinussen, Silvera & Dahl, 2001), Work Extrinsic and Intrinsic Motivation Scale (WEIMS) (Blanchard, Trembley, Villeneuve, Pelleties & Taylor, 2009), and Mental Health Continuum- Short Form (MHC-SF) (Keyes, 2002) were used for assessment. It was hypothesized that dimensions of social intelligence (i.e. social information processing, social skill and social awareness) significantly predicts work motivation and dimensions of mental health (i.e. emotional wellbeing, psychological wellbeing and social wellbeing) among teachers of special education. Findings of current study validates the hypothesis. In addition, social intelligence, work motivation and mental health have significant correlation between them. However the results also indicated that there was a non-significant difference of social intelligence, work motivation and mental health with respect to demographic variables like age, gender, marital status, and type of organization. Limitation and recommendations were also discussed.