The Role of Cultural Intelligence and Social Capital in Social Responsibility of Secretaries

  Predicting the social responsibility of secondary school teachers based on cultural intelligence and social capital is the purpose of this research. Using a correlation-descriptive and practical method, this paper has been conducted. The statistical population of the study is 460 people, and the statistical sample is 210, which were selected according to the Morgan table in a stratified random manner. To collect information, the cultural intelligence questionnaire (CQS) of "Ang" and colleagues (2007), the social capital of Nahapiet & Ghoshal (1998); social Responsibility of (Gaff) (1984), respectively: with a reliability of 0.81, 0.78 and 0.83, were used based on Cronbach's alpha. For data analysis, in addition to descriptive methods, the Kolmogorov-Smirnov inferential tests, Pearson correlation, were also used in SPSS software. The findings showed: 1. There is a relationship between cultural intelligence and social capital, with the responsibility of secondary school teachers. 2. There is a relationship between the cognitive, structural and social capital relations, with the responsibility of the teachers. 3. There is a relationship between the dimensions of meta-cognition, cognition, motivation and behavior of cultural intelligence with the responsibility of teachers. Ultimately, cultural intelligence and social capital provide a good predictor of social responsibility for teachers.