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Social intelligenceis the capacity, capability, or ability to build relationships with others effectively; therefore, its existence is vital for an organization's members, including teachers, in the school organization context. Therefore, this study explores the link between social intelligence and creativity, teaching self-efficacy, affective commitment, and innovative work behavior in Indonesian teachers, estimates the strength of these relationships, and finds a relevant new empirical model. A Likert-scale questionnaire was used to collect research data from 496 teachers. Structural equation modeling supported by descriptive and correlational analyses revealed that social intelligencehad a significant relationship with teachers' creativity, teaching self-efficacy, affective commitment, and innovative work behavior. Additionally, creativity, teaching self-efficacy, and affective commitment were significantly linked to teachers' innovative work behavior. Social intelligence had the strongest association with self-efficacy. Finally, a new empirical model of the link between social intelligence and teachers' innovative work behavior with the serial mediation of creativity, teaching self-efficacy, and affective commitment was developed. Accordingly, social intelligence improvement can potentially increase teachers' creativity, teaching self-efficacy, affective commitment, and innovative work behavior, which are worthy of discussion and priority by researchers, academics, and practitioners for developing social intelligence in various fields and contexts.
Aryani et al. (Thu,) studied this question.
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