1- Department of Educational Sciences, Payame Noor University, Tehran, Iran , z.nouri@pnu.ac.ir
2- Master's student, Payame Noor University, Tehran, Iran
2- Master's student, Payame Noor University, Tehran, Iran
Abstract: (15 Views)
Objective: The present study aimed to test a structural model of the relationships between cultural intelligence and job adjustment, with perceived psychological climate as a mediator, among teachers.
Methods: This descriptive, correlational study used a structural equation modeling approach. The statistical population consisted of elementary school teachers in public schools in Shahriar County. Based on the Krejcie and Morgan table, a sample of 340 participants was determined and selected via simple random sampling. Data were collected using the standard Cultural Intelligence Scale (Ang et al., 2004), the Job Adjustment Questionnaire (Dawis & Lofquist, 1984), and the Psychological Climate Questionnaire (Koys & DeCotiis, 1991). Descriptive analyses and correlation tests were performed with SPSS, and structural equation modeling was performed with AMOS.
Results: The results showed RMSEA = .078 and CFI > .90, indicating an acceptable fit for the research model. Accordingly, the mediating role of perceived psychological climate in the relationship between cultural intelligence and job adjustment was confirmed. Standardized path coefficients (β) showed significant effects (p < .01) for cultural intelligence on psychological climate (β = .646), psychological climate on job adjustment (β = .301), and the direct effect of cultural intelligence on job adjustment (β = .526). In addition, the indirect effect of cultural intelligence on job adjustment through perceived psychological climate was significant (p < .01).
Conclusions: Cultural intelligence, both directly and through strengthening a positive psychological climate in the workplace, can lead to greater job adjustment among teachers. Accordingly, enhancing cultural intelligence and improving the psychological climate in schools is an effective strategy for increasing teachers' adjustment and effectiveness.
Methods: This descriptive, correlational study used a structural equation modeling approach. The statistical population consisted of elementary school teachers in public schools in Shahriar County. Based on the Krejcie and Morgan table, a sample of 340 participants was determined and selected via simple random sampling. Data were collected using the standard Cultural Intelligence Scale (Ang et al., 2004), the Job Adjustment Questionnaire (Dawis & Lofquist, 1984), and the Psychological Climate Questionnaire (Koys & DeCotiis, 1991). Descriptive analyses and correlation tests were performed with SPSS, and structural equation modeling was performed with AMOS.
Results: The results showed RMSEA = .078 and CFI > .90, indicating an acceptable fit for the research model. Accordingly, the mediating role of perceived psychological climate in the relationship between cultural intelligence and job adjustment was confirmed. Standardized path coefficients (β) showed significant effects (p < .01) for cultural intelligence on psychological climate (β = .646), psychological climate on job adjustment (β = .301), and the direct effect of cultural intelligence on job adjustment (β = .526). In addition, the indirect effect of cultural intelligence on job adjustment through perceived psychological climate was significant (p < .01).
Conclusions: Cultural intelligence, both directly and through strengthening a positive psychological climate in the workplace, can lead to greater job adjustment among teachers. Accordingly, enhancing cultural intelligence and improving the psychological climate in schools is an effective strategy for increasing teachers' adjustment and effectiveness.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/11/2 | Accepted: 2026/09/13 | ePublished ahead of print: 2026/10/16
Received: 2025/11/2 | Accepted: 2026/09/13 | ePublished ahead of print: 2026/10/16
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