Analysis of the Relationship between Cultural Intelligence and Emotionality in Teaching of Teachers

The purpose of this research was to analyze the relationship between cultural intelligence and emotionality in teaching of teachers. It was a descriptive and correlation research. Statistical population involved all primary school teachers in Rezvanshahr (375 teachers) that 191 teachers (101 females & 90 males) were selected as the sample by stratified random sampling based on Krejcie and Morgan's table. Cultural intelligence inventory (Ang & et al., 2004) and emotionality in teaching questionnaire (Villavicencio, 2010) were used to collect data. Face and content validity of these questionnaires were confirmed by education experts and their reliabilities have been approved by Cronbach's Alpha method, respectively 0.92 and 0.90. Statistical analyses performed to analyze data included inferential statistics (Pearson correlation & stepwise regression) using SPSS17 software. The findings indicated that there was a positive and significant correlation between cultural intelligence and three dimensions (cognitive cultural intelligence, behavioral cultural intelligence and motivational cultural intelligence) with emotionality in teaching of primary school teachers (P≤ 0.05), but there was not a significant correlation between metacognitive cultural intelligence and emotionality in teaching of primary school teachers (P> 0.05). Also, cultural motivation could predict .045 of changes of emotionality in teaching of primary school teachers which is a small amount (P≤ 0.05). Therefore, it can be conclude that increasing of teachers' cultural intelligence can improve their emotionality in teaching.