هدفت الدراسة إلى الکشف عن مستوى الذکاء الاجتماعي لدى قادة مدارس محافظة العقيق من وجهة نظر المعلمين، وقد استخدم الباحثان المنهج الوصفي، وتم استخدام الاستبانة لجمع البيانات. وتکون مجتمع الدراسة من(630) معلماً، وعينة الدراسة من (315) معلماً. وقد اظهرت النتائج أن مستوى الذکاء الاجتماعي لقادة المدارس جاء عالياً، وبمتوسط حسابي (3.54)، کما أظهرت النتائج عدم وجود فروق ذات دلالة إحصائية عند مستوى الدلالة0.05 ≥α تبعا لمتغيري المؤهل العلمي، والمرحلة التعليمية، في حين ظهرت فروق ذات دلالة إحصائية عند مستوى الدلالة(0.05 ≥α ) تبعا لمتغير سنوات الخبرة لصالح الفئة (10) سنوات فأکثر، ولمتغير الدورات التدريبية لصالح فئة 5 دورات فأکثر. وفي ضوء النتائج توصي الدراسة بتنمية مهارة قادة المدارس في حل المشکلات الاجتماعية بصورة أفضل.
The study aimed to identify the level of social intelligence among the leaders of the schools of the province of Al-Aqiq from teacher point of view. The researcher used the descriptive approach, and the questionnaire to collect data. The study population consists of (630) teachers, and the sample of the study was (315) teachers. The results showed that the level of social intelligence of school leaders was high with mean of (3.54). The mean of domain of social solidarity were (3.67), social information processing (3.56), social skills (3.50) and finally social problem solving (3.46). The results showed that there were no statistically significant differences at the( α ≤ 0.05) level due to the variables of the qualification& the educational level,While there were statistically differences significant at the level (α≤ 0.05 )due to the variable of experience in favor of category (10) years and more, and the variable of training courses for the category of 5 course and more,In the light of the results, the study recommends that school leaders develop better skills in solving social problems.
The study aimed to identify the level of social intelligence among the leaders of the schools of the province of Al-Aqiq from teacher point of view. The researcher used the descriptive approach, and the questionnaire to collect data. The study population consists of (630) teachers, and the sample of the study was (315) teachers. The results showed that the level of social intelligence of school leaders was high with mean of (3.54). The mean of domain of social solidarity were (3.67), social information processing (3.56), social skills (3.50) and finally social problem solving (3.46). The results showed that there were no statistically significant differences at the( α ≤ 0.05) level due to the variables of the qualification& the educational level,While there were statistically differences significant at the level (α≤ 0.05 )due to the variable of experience in favor of category (10) years and more, and the variable of training courses for the category of 5 course and more,In the light of the results, the study recommends that school leaders develop better skills in solving social problems.